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THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

RIVERSIDE 


THE  CORRELATION  OF  ABILITIES  OF 
HIGH   SCHOOL   PUPILS 


THE  JOHNS  HOPKINS   UNIVERSITY 
STUDIES  IN   EDUCATION 

NO.  1 


EDITED   BY 

EDWARD  F.  BUCHNER 

IN  COOPERATION  WITH 

C.  MACF1E  CAMPBELL 


THE  CORRELATION  OF  ABILITIES  OF 
HIGH   SCHOOL  PUPILS 


BY 


DAVID   EMRICH   WEGLEIN,  PH.D. 


BALTIMORE 

THE  JOHNS  HOPKINS  PRESS 

1917 


PRESS   OF 

THE    NEW    ERA    PRINTING    COMPANY 

LANCASTER.    PA 


PREFACE 

The  subject  of  this  study  was  suggested  several  years  ago 
by  Professor  George  D.  Strayer,  of  Columbia  University, 
under  whose  direction  the  work  was  begun.  In  the  prep- 
aration of  this  dissertation,  the  author  received  valuable 
suggestions,  for  which  he  expresses  grateful  acknowledg- 
ment to  Professor  Edward  F.  Buchner  and  Professor  John 
B.  Watson,  of  the  Johns  Hopkins  University,  and  to  Pro- 
fessor George  D.  Strayer,  of  Columbia  University. 

D.  E.  W. 


TABLE  OF  CONTENTS 

Page 

Previous  Investigations  9 

The  Purpose  of  This  Investigation 14 

First  Year  Records 17 

Second  Year  Records 31 

Third  Year  Records 

Fourth  Year  Records   65 

Nature  of  Part  II  of  This  Investigation 79 

Results  of  Part  II  83 

Summary  of  Conclusions 90 

Bibliography    91 

Appendix 

Tables  showing  the  correlation  existing  between  records 

made  in  the  subjects  of  the  first  year  course 92 


THE  CORRELATION  OF  ABILITIES  OF  HIGH 
SCHOOL  PUPILS 


In  recent  years  the  subject  of  the  correlation  of  abilities 
of  individuals  has  been  discussed  with  a  great  deal  of  in- 
terest. Considerable  study  has  been  given  to  this  topic,  prob- 
ably because  of  its  bearing  upon  the  doctrine  of  formal 
discipline,  over  which  many  a  severe  battle  has  been  fought. 
It  has  been  felt  that  a  close  study  of  the  correlation  of  mental 
abilities  of  individuals  will  throw  considerable  light  upon 
the  validity  of  the  contention  of  those  who  in  recent  years 
have  so  vigorously  attacked  the  formal  discipline  doctrine. 
The  subject  of  the  correlation  of  mental  abilities  has  been 
given  considerable  attention,  moreover,  because  of  the  close 
connection  between  it  and  the  very  important  and  practical 
topic  of  the  grouping  of  school  subjects  into  courses,  adapta- 
tion of  the  elective  system  to  the  needs  of  individual  stu- 
dents, etc. 

In  1901,  Wissler  in  a  monograph  upon  "The  Correla- 
tion of  Mental  and  Physical  Tests,"  published  in  the  Psycho- 
logical Review,  Monograph  Supplements,  Vol.  Ill,  presented 
the  following  results,  based  upon  the  study  of  the  records 
of  collegiate  students  in  Columbia  University: 

Subjects  Correlated  No.  of  Cases  Considered  Coef.  of  Corr. 

Latin  and  mathematics  228  0.58 

Mathematics  and  rhetoric 222  0.51 

Latin  and  rhetoric 223  0.55 

French  and  rhetoric 122  0.30 

German  and  rhetoric  132  0.61 

German  and  mathematics 115  0.52 

Latin  and  French  130  0.60 

Latin  and  German   129  0.61 

Latin  and  Greek  121  0.75 

Gymnasium  and  average  grade 119  0.53 

9 


10 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


As  might  be  expected,  on  account  of  the  close  relation- 
ship existing  between  the  two  subjects,  the  coefficient  in  the 
case  of  Latin  and  Greek  is  very  high,  0.75.  In  the  other 
cases,  the  coefficients  range  (with  one  exception)  from  0.61 
to  0.51,  all  of  them  rather  high.  The  exceptional  case,  that 
of  French  and  rhetoric,  having  a  coefficient  of  correlation 
of  0.30,  is  not  explained. 

In  the  Columbia  Contributions  to  Philosophy,  Psychology, 
and  Education,  Vol.  XI,  No.  2,  published  in  1903,  the  sub- 
ject is  treated  under  the  title  of  "  Heredity,  Correlation  and 
Sex  Differences  in  School  Abilities,"  under  the  editorial 
supervision  of  Edward  L.  Thorndike.  The  first  paper  in 
this  series  gives  the  results  of  a  study  made  by  A.  G.  Smith 
of  the  records  of  1,529  elementary  school  pupils  from  the 
fourth  to  the  eighth  grade.  The  coefficients  found  were  as 
follows : 


Subjects  Correlated 

Coef. 
for  Boys 

Coef. 
for  Girls 

Average 

English  and  mathematics 

English  and  geography 

•36 
•49 
.27 
.42 
.16 
.14 

•43 
.38 
.14 

•30 
.12 
.11 

•395 

•435 

•155 

•36 

.14 

.125 

English  and  drawing 

Mathematics  and  geography 

Mathematics  and  drawing 

Geography  and  drawing 

Smith  gives,  also,  the  figures  derived  from  the  examina- 
tion records  of  four  fourth  grade  classes  (two  of  boys  and 
two  of  girls)  in  the  subjects  of  arithmetic  and  geography. 
The  coefficients  obtained  were  as  follows : 


Grade  A  (boys)   

Grade  B  (boys)    

Grades  A  and  B,  together 

Grade  C  (girls)    

Grade  D  (girls)   

Grades  C  and  D,  together 

General  average  for  boys  and  girls  . 


Coef.  (Obtained  by 

One  Method  of 

Calculation) 

26 

43 


34 
28 
45 
37 

355 


Coef.  (Obtained  by 

Another  Method  of 

Calculation) 

23 

43 
33 
28 

57 
43 
38 


INTRODUCTION 


II 


The  author  shows  that  the  average  of  these  last  two  co- 
efficients (.355  and  .38)  is  almost  the  same  as  the  coefficient 
obtained  from  the  study  of  the  term  records  (.36). 

In  the  same  volume,  a  paper  by  W.  P.  Burris,  entitled, 
"The  Correlations  of  the  Abilities  Involved  in  Secondary 
School  Work,"  presents  the  results  of  a  study  of  the  marks 
made  by  secondary  school  pupils  in  sixteen  different  high 
schools  in  the  states  of  New  York,  Pennsylvania,  Minnesota, 
and  California.  In  nine  of  these  schools,  the  records  were 
kept  in  as  many  different  systems  of  arbitrary  symbols. 
This  fact  has  a  bearing  upon  the  results  obtained  from  a 
consideration  of  all  the  data  considered.  The  coefficients 
arrived  at  were  as  follows: 


Latin 

Mathematics.  .  . 

History 

Science 

Algebra  

General  average 


Eng. 


•39 
.40 
.41 

•54 


Latin 


.40 

•43 
•44 

•57 


Math. 


•33 

•41 

•53 


.40 
•49 


Geom. 


•45 


Science 


•57 


Another  article  in  the  same  volume  is  entitled,  "  The  Rela- 
tionships between  the  Abilities  Involved  in  Secondary 
School  Subjects,"  by  Brinckerhoff,  Morris  and  Thorndike. 
The  data  included  the  marks  made  by  232  boys  and  girls  in 
from  8  to  30  examinations  in  the  New  York  Regents  Ex- 
aminations given  in  1900.  These  records  were  used  in 
order  to  avoid  the  variation  due  to  the  personal  equation 
of  the  teacher  involved  in  ordinary  school  marks.  These 
data  are  for  pupils  who  came  from  one  school.  Difficulty 
in  using  this  material  arose  from  the  fact  "  that  cases  of 
failure  in  the  examinations  were  not  always  reported,  and 
cases  where  a  pupil  avoided  the  examinations  because  of  his 
inability  in  the  field  are  not  reported  at  all."  The  Pearson 
coefficients  of  correlation  were  calculated  "  for  the  highest 
fifty  per  cent  in  each  study  with  the  other  studies  in  those 
cases  where  the  number  of  individuals  was   sufficient  to 


12 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


make  this  worth  while.  By  thus  taking  only  the  upper 
half,  we,  to  a  large  extent,  eliminate  the  inaccuracy  due  to 
the  absence  of  cases  of  total  failure."  The  coefficients  ob- 
tained were  the  following  (the  figures  in  parentheses  indi- 
cating the  number  of  individuals  involved)  : 


Lat. 

Eng. 

Math. 

Science 

Hist. 

German 

Latin.  .  .  . 

Eng 

•50(70) 

Math. .  .  . 

•31(66) 

.09(104) 

Science  .  . 

•35(34) 

.26(88) 

•07(75) 

Hist 

•44(57) 

.41(100) 

.26(108) 

•61(55) 

German. . 

48(31) 

.30(60) 

.48(50 

•57(36) 

•42(49) 

Draw. .  .  . 

•40(55) 

.20(88) 

.02(85) 

•30(59) 

.16(87) 

C.  Spearman,  in  an  article  entitled,  "  General  Intelligence, 
Objectively  Determined  and  Measured,"  published  in  the 
American  Journal  of  Psychology,  Vol.  XV,  1904,  reports 
the  following  coefficients : 


Classics 

French 

Eng. 

Math. 

O.87 

O.83 

O.78 

O.70 

O.83 

O.84 

O.67 

O.67 

O.78 

O.67 

O.89 

O.64 

O.7O 

O.67 

O.64 

O.88 

O.63 

0-57 

O.51 

0.5I 

Music 


Classics 

French  

English 

Mathematics 
Music 


0.63 
o.57 
0.51 
0.51 


Rietz  and  Shade  (in  Univ.  of  Illinois  Studies,  Vol.  Ill) 
correlated  in  1908  the  marks  made  by  first  year  students  in 
the  Univ.  of  Illinois.  They  found  the  coefficient  for  mathe- 
matics and  foreign  languages  to  be  0.48,  and  the  one  for 
mathematics  and  natural  science,  0.44. 

Frailey  and  Crain,  in  an  article  upon  "  Correlation  of 
Excellence  in  Different  School  Subjects  Based  on  a  Study 
of  School  Grades,"  published  in  the  Journal  of  Educational 
Psychology  in  1914,  report  the  results  obtained  from  a  study 
of  the  school  records  made  by  32  students,  who  entered  the 
Urbana  High  School  in  the  fall  of  1908,  and  were  graduated 
in  1912.     These  32  pupils  studied  algebra,  civics,  American 


INTRODUCTION 


13 


history,  geometry,  Latin,  and  English  under  the  same  in- 
structors. Eighteen  of  the  pupils  were  boys,  and  fourteen 
were  girls.     The  authors  state  the  following  conclusions : 

"  (1)  That  there  is  a  correlation  of  excellence  in  the 
various  subjects  of  study;  (2)  that  the  most  perfect  correla- 
tion exists  among  the  brightest  and  among  the  most  stupid 
children;  (3)  that  the  least  perfect  correlation  exists  among 
the  pupils  of  medium  ability ;  (4)  that  it  is  rare  for  a  pupil 
to  represent  both  extremes  of  the  excellence  distribution." 

The  authors  compared  the  standing  of  the  32  pupils  in  the 
four  successive  years  of  work  in  English,  and  noted  the 
following:  "  (1)  That  there  is  a  correlation  of  excellence  in 
successive  years  of  study;  (2)  that  the  most  perfect  correla- 
tion exists  among  the  brightest  and  among  the  most  stupid 
children;  (3)  that  the  least  perfect  correlation  exists  in 
the  medium  group,  representing  students  of  average  ability ; 
(4)  that  never  (in  the  cases  studied)  does  a  pupil  rank 
among  the  brightest  students  one  year  and  among  the  most 
stupid  another;  ...  (5)  that  a  more  perfect  correlation 
exists  between  excellence  in  one  study  during  succeeding 
years  than  exists  between  excellence  in  various  studies  of 
different  nature." 

Charles  N.  Moore,  in  an  article  "  On  Correlation  and 
Disciplinary  Values,"  published  in  School  and  Society,  Vol. 
II,  No.  37,  Sept.  11,  1915,  reports  the  coefficients  of  correla- 
tion between  the  first  and  second  semester  grades  in  algebra 
made  by  254  boys  and  198  girls  of  the  Hughes  High  School, 
Cincinnati.  He  calculated,  also,  the  coefficients  of  correla- 
tion for  the  grades  made  in  geometry  and  English  by  229 
of  the  above-mentioned  boys  and  192  of  the  girls.  The 
results  obtained  were  the  following: 

Algebra-algebra  (boys)   0.71  ±  0.02 

Geometry-English  (boys)    0.52  +  0.03 

Algebra-algebra  (girls)    0.65  ±  0.03 

Geometry-English  (girls)   0.59  +  0.03 


THE  PURPOSE  OF  THIS  INVESTIGATION 

It  is  evident  from  a  consideration  of  the  work  which  has 
already  been  done  in  studying  the  amount  of  correlation 
existing  between  the  abilities  of  high  school  pupils,  as  indi- 
cated by  the  grades  made  in  the  several  subjects,  that  there 
exists  a  need  for  further  study  along  these  lines  for  large 
numbers  of  pupils,  and  in  as  many  different  schools  as 
possible.  The  subjects  of  each  year  should  be  correlated 
separately.  All  school  subjects,  as  far  as  possible,  should 
be  included  in  the  study.  Whenever  possible,  the  pupils  in- 
cluded should  constitute  a  non-selected  group.  In  schools 
large  enough  to  have  several  teachers  of  any  one  subject, 
the  results  are  likely  to  be  more  significant  because  the 
effect  of  the  personal  equation  of  the  teacher  is  apt  to  be 
less  influential. 

This  study  deals  with  the  school  records  of  the  Western 
High  School,  Baltimore.  The  pupils  are  girls  only,  and  the 
enrollment  during  the  time  under  consideration  varied  from 
about  iooo  to  1 200.  The  pupils  included  in  the  investiga- 
tion consisted  of  those  entering  the  first  year  in  September, 
1907.  It  is  evident  that  it  is  advantageous  to  deal  with  a 
non-selected  group,  that  is,  non-selected  among  those  who 
arrive  at  the  high  school  stage  of  the  system.  These  pupils, 
especially  in  the  lower  years,  were  taught  by  several  teachers 
in  each  subject,  and  consequently  the  personal  equation, 
which  might  be  a  considerable  factor  in  the  case  of  one 
teacher,  is  not  so  likely  to  invalidate  the  results  obtained. 
As  the  pupils  were  girls  only,  variation  due  to  sex  differ- 
ences is  eliminated. 

The  number  of  pupils  who  entered  the  first  year  class 
was  341.  Of  these,  86,  on  account  of  withdrawal  from 
the  school,  did  not  have  a  complete  record  for  at  least  one 
year  of  work,  and  are  not  included  at  all  in  this  study.     Of 

14 


PURPOSE    OF   THIS    INVESTIGATION  1 5 

the  remaining  255  members,  who  completed  at  least  one 
year  of  the  course,  113  were  graduated  in  four  years,  in 
June,  191 1  ;  8  completed  the  requirements  for  graduation  in 
five  years,  and  132  withdrew  between  the  end  of  the  first 
year  and  the  end  of  the  fourth  year.  The  graduates,  there- 
fore, numbered,  in  all,  121  members  or  35.5  per  cent  of  the 
total  entering  group  of  341. 

This  study  is  divided  into  two  parts.  Part  I  deals  with 
the  consideration  of  the  coefficients  of  correlation  existing 
between  the  school  grades  made  by  the  121  graduates  in 
the  four  years  of  their  high  school  course.  Part  II  is  a 
study  of  the  relation  between  the  results  obtained  in  several 
ability  tests  and  the  school  grades  of  some  of  the  pupils  who 
entered  the  first  year  class  of  the  school  in  September,  191 5. 

In  this  investigation  the  relationship  between  the  abilities 
of  a  group  of  pupils,  as  shown  by  the  school  records  made 
by  them  in  two  subjects,  is  expressed  by  the  Pearson  coeffi- 
cient of  correlation.  This  coefficient  expresses  in  a  single 
number  the  relation  between  the  items  belonging  to  each  one 
of  a  group  of  individuals,  in  the  following  manner:  If  the 
items  of  each  kind  are  arranged  in  a  series,  the  value  of  the 
coefficient  of  correlation  between  the  two  series  would  indi- 
cate the  probability  that,  in  general,  would  exist  for  indi- 
viduals to  have  a  similar  rank,  above  or  below  the  median  or 
average,  in  the  other  series.  The  coefficient  of  correlation 
can  have  any  value  from  -\-  1  as  a  maximum  to  —  1  as  a 
minimum.  A  coefficient  of  +  1  between  the  two  series 
would  indicate  that  the  individual  ranking  high  in  the  one 
series  would,  in  general,  rank  correspondingly  high  in  the 
other  series.  On  the  other  hand,  a  coefficient  of  —  1  would 
imply  that  the  individual  ranking  low  in  one  series,  would, 
in  general,  rank  correspondingly  high  in  the  other.  A 
coefficient  of  o  would  show  that,  in  all  probability,  there  is 
no  definite  relation  between  rank  in  one  series  and  the  cor- 
responding rank  of  the  same  individual  in  the  other  series. 
A  coefficient  of  -\-  .25  would  indicate  that  individuals  hold- 
ing certain  ranks  above  or  below  the  median  or  average  in 


!6  ABILITIES   OF   HIGH    SCHOOL   PUPILS 

the  one  series  would,  in  general,  occupy  ranks  of  .25  of 
the  former  rank  above  or  below  the  median  or  average  in 
the  second  series,  provided  reduction  has  been  made  to 
the  variabilities  as  units. 

The  formula  used  for  the  calculation  of  the  Pearson  co- 
efficient of  correlation  is  as  follows : 

2.ry 
r  = 


n<j\o<> 


where  x  and  y  indicate  the  deviations  from  the  correspond- 
ing medians  of  the  two  series,  n  is  the  number  of  individuals 
under  consideration,  and  ax  and  <r2  are  the  standard  devia- 
tions for  the  two  series.     ar  is  calculated  by  the  formula 

-yj ,  and  a o  by  the  formula     -xl-^ 


FIRST  YEAR  RECORDS 

We  shall  now  enter  upon  a  consideration  of  the  first  year 
records  made  by  the  pupils  included  in  this  study.  Each 
pupil  is  required  to  pursue  four  major  subjects  (i.  e.,  sub- 
jects occupying  four  or  five  periods  per  week  and  requiring 
home  preparation).  In  the  first  year  there  are  five  major 
subjects  offered,  viz.,  English  I,  algebra  I,  Latin  I,  history 
I,  and  science  I  (the  Roman  numeral  indicates  the  year  of 
the  subject).  The  first  two  subjects,  English  I  and  algebra 
I,  are  required  of  all  pupils.  Consequently,  each  pupil  must 
select  two  of  the  three  remaining  subjects.  Three  combina- 
tions are  thus  possible:  Latin  I  and  history  I,  Latin  I  and 
science  I,  history  I  and  science  I.  In  addition  to  the  major 
subjects  mentioned,  each  pupil  is  required  to  take  drawing 
I  and  music  I.  These  subjects  require  no  home  prepara- 
tion, and  are  given  only  one-half  as  much  credit  per  period 
as  is  given  to  the  major  subjects.  Individual  marks  are  not 
given  in  music,  and  for  this  reason  the  subject  is  not  in- 
cluded in  this  investigation.  The  mark  for  a  pupil  in  any 
subject  is  the  average  of  the  two  semester  marks.  The 
latter  are  based  upon  the  results  of  tests  and  the  usual  class 
recitations.  The  maximum  mark  is  ioo,  and  a  grade  of 
60  is  required  for  passing. 

If  we  consider  the  records  made  in  the  first  year  subjects 
English  I  and  algebra  I  by  the  121  graduates,  we  find  the 
following  distribution  :x 

1  This  table  is  included  only  to  show  the  distribution  of  the  records 
made  in  each  of  the  two  subjects.  The  same  is  true  of  similar  tables 
which  appear  later.  In  the  appendix  there  are  given  tables  showing 
the  correlation  existing  between  records  made  in  the  subjects  of  the 
first  year  course. 

17 


I  8  ABILITIES   OF   HIGH    SCHOOL   PUPILS 

English  I  Algebra  I 

No.  of  Pupils  (hi)  No.  of  Pupils  (121) 

95-99 o  5 

90-94 2  18 

85-89 10  18 

80-84 28  24 

75-79 30  23 

70-74 26  13 

65-69 20  10 

60-64 4  6 

55-59 ' 4_ 

Median  76  81 

St.  dev 6.9  10.0 

It  should  be  noted  that  the  median  is  higher  in  algebra  I 
than  in  English  I,  and  that  the  variability  is  greater. 

Xxy +  2508 

7  ~  naio2  ~~  (121)  (6.9)  (10.0)  ~ 

P.E.  =  .06 

Burris  (in  1903)  found  the  coefficient  of  correlation  for 
English  and  mathematics  was  .39.  It  should  be  remembered 
that  his  result  was  calculated  not  upon  the  first  year  records 
only,  but,  in  all  probability,  upon  records  in  all  years  of  the 
high  school.  Moreover,  different  systems  of  grading  were 
used  in  the  different  schools  included  in  the  study.  In  the 
study  of  the  Regents  Examinations  marks  by  Brinckerhoff, 
Morris  and  Thorndike  (1903)  the  coefficient  for  English 
and  mathematics  was  .09,  but  this  included  geometry  as 
well  as  algebra,  and  more  years  of  English  than  merely  the 
first.  Spearman  (1904)  found  the  coefficient  of  correlation 
between  English  and  mathematics  to  be  0.64. 

As  English  I  and  algebra  I  were  the  only  two  compulsory 
major  subjects  in  the  first  year,  not  all  of  the  121  graduates 
pursued  any  one  of  the  other  three  major  subjects.  Con- 
sidering the  87  pupils  who  chose  Latin  I,  we  have  the 
following  table : 


FIRST   YEAR  RECORDS 


19 


Latin  I 

English  I 

Algebra  I 

No.  of  Pupils  (87) 

No.  of  Pupils  (87) 

No.  of  Pupils  (87) 

95-99 

90-94 

85-80 

5 
13 
10 

18 

15 
11 

7 
3 

2 
0 
3 

O 
O 

7 
22 

25 
16 

15 

2 
0 
0 
0 

4 
17 
12 

80-84 

17 

18 

75-79 

70-74 

65-69 

7 
5 
5 
2 

60-64 

55-59 

50-54 

Below  50 

0 
0 

Median 

81 
11.9 

77 
6.4 

81 

St.  dev 

9.8 

It  is  generally  thought  that  the  pupils  who  select  Latin  I 
are  somewhat  better  in  ability  than  those  who  do  not. 
Comparing  the  English  I  records  of  these  87  pupils  with 
those  made  by  the  total  number  of  121,  we  find  a  median 
of  yy  as  against  one  of  76,  and  a  standard  deviation  of  6.4 
as  against  that  of  6.9.  Similarly  for  algebra  I.  The 
median  in  the  two  cases  is  the  same,  81,  and  the  standard 
deviation  is  9.8  instead  of  10.0.  The  difference  in  the  two 
cases  is  slight. 

+  2802 


r  (for  Latin  I  and  English  I)  = 


(87)  (1 1.9)  (64) 


42 


P.E.  =  .o6 


Burris  found  the  coefficient  for  English  and  Latin  to  be 
.48,  and  Brinckerhoff,  Morris  and  Thorndike  obtained  a 
result  of  .50. 

+  3898 


r  (for  Latin  I  and  algebra  I) 


(87)  (1 1-9)  (9-8) 


=  +■•38 


P.  E.  ==  .06 


Burris'  coefficient  for  Latin  and  mathematics  was  .40. 
Brinckerhoff,  Morris  and  Thorndike  obtained  a  coefficient 
of  .31. 


20 


ABILITIES   OF   HIGH    SCHOOL   PUPILS 


The  data  for  92  pupils  who  studied  history  I  and  Eng- 
lish I  are: 

History  I  English  I 

No.  Pupils  (92)  No.  of  Pupils  (92) 

95-99    4  o 

90-94    15  2 

85-89    16  8 

80-84    19  20 

75-79    «  23 

70-74    15  20 

65-69    6  16 

60-64    4  2 

55-59    2 i_ 

Median  82  76 

St.  dev 9-7  6.9 

r=  +  *&. =  +  .68 

(92)  (9-7)  (6.9)        ^ 

P.  E.  =  .04 

The  corresponding  coefficient  found  by  Burris  was  .40, 
and  that  by  Brinckerhoff,  Morris  and  Thorndike  was  .41. 

The  distribution  for  the  61  pupils  who  studied  science  I 
(botany  and  physical  geography),  English  I,  algebra  I,  and 
drawing  I  is: 


Science  I 

English  I 

Algebra  I 

Drawing  I 

No.  of  Pupils 
(61) 

No.  of  Pupils 
(61) 

No.  of  Pupils 
(61) 

No.  of  Pupils 
(61) 

Q5— QQ 

I 

5 

10 

10 

11 

13 

7 

1 

2 

1 

O 

2 

5 

14 

II 

15 

9 
4 
I 
0 

2 

5 
12 

9 

10 

11 

8 

1 

3 
0 

O 

OO— 04. 

2 

85-80 

16 

80-84 

18 

75-79 

15 

7 
3 
0 

70-74. 

65-69 

60—64 

«-5Q 

0 

50-54 

0 

Median 

St.  dev 

78 
9-3 

75 
7-5 

79 
9-9 

81 

5-7 

I     266^ 

r  (for  science  I  and  English  I)  =  , — —2 — -  =4-. 63 

(61)  (9-3)  (7-5)        T 

P.  E.  =  .05 


FIRST   YEAR   RECORDS 


21 


r  (for  science  I  and  algebra  I)  =   . ,  .,      ,  / — r   =  +  .34 

(60  (9-3)  (9-9) 

P.  E.  =  .08 


The  corresponding  figures  of  Burris  were  41  and  .41,  re- 
spectively, and  those  of  Brinckerhoff,  Morris  and  Thorn- 
dike  were  .26  and  .07,  respectively.  In  both  of  these  cases, 
it  is  probable  that  sciences  other  than  botany  and  physical 
geography  were  included,  and  the  mathematics  included 
more  than  algebra  I. 

+  1995 


r  (for  science  I  and  drawing  I) 


(61)  (9-3)  (5-7) 


=  4- .62 


RE.  =  .05 

The  data  for  the  other  first  year  combinations  are  as 
follows :  *4 


Drawing  I 

English  I 

Algebra  I 

No.  of  Pupils  (121) 

No.  of  Pupils  (121) 

No.  of  Pupils  (121) 

95-99 

O 

3 
23 

40 

3i 

17 

6 

0 

1 

O 
2 
10 
28 
30 
26 
20 

4 
1 

5 
18 

90-94 

85-89 

18 

80-84 

75-79 

24 
23 
13 
10 

70-74. 

65-69 

60-64  

6 

55-59 

4 

Median 

St.  dev 

80 
6.0 

76 
6.9 

81 
10. 0 

r  (for  drawing  I  and  English  I) 


+  1836 


(121)  (6.0)  (6.9) 


=  +■37 


P.  E.  =  .05 
r  (for  drawing  I  and  algebra  I)  =  f,^^  lti  ^( , x   =-f-  .22 


(121)  (6.0)  (10.0) 


P.  E.  =  .06 


22 


ABILITIES   OF   HIGH    SCHOOL   PUPILS 


Algebra  I 

History  I 

Drawing  I 

No.  of  Pupils  (93) 

No.  of  Pupils  (93) 

No.  of  Pupils  (93) 

95-99 

4 

14 

14 

22 

16 

6 

8 

6 

3 
0 
0 

4 
15 
16 

19 
11 

15 
6 

4 
2 
0 
1 

O 

90-94 

2 

85-89 

16 

80-84 

32 
24 

14 

4 
0 

75-79 

70-74 

65-69 

60-64 

55-59 

1 

50-54 

0 

Below  50 

0 

Median 

82 
10.4 

81 
10. 1 

80 

St.  dev 

6.0 

r  (for  algebra  I  and  history  I) 


_  +  3634  _ 


(93)(io.4)(io.i) 


•37 


P.  E.  =  .06 


The  coefficient  found  by  Burris  for  history  and  mathe 
matics  was  .33,  and  that  by  Brinckerhoff,  Morris  and  Thorn 
dike  was  0.26. 

+  2533 


r  (for  history  I  and  drawing  I)  = 


(93)(6-o)(io.i) 


45 


RE.  =  .06 


Latin  I 
No.  of  Pupils  (60) 

95-99    4 

90-94    11 

85-89    7 

80-84    11 

75-79    9 

70-74    9 

65-69    4 

60-64    2 

55-59    o 

50-54    o 

Below  50 3 

Median  81 

St  dev 12.5 

r  =  +  .67 
P.  E.  =  .05 


History  I 
No.  of  Pupils  (60) 

2 

9 
II 

14 
7 
9 
3 

3 
I 
o 
1 


82 
9.8 


FIRST   YEAR   RECORDS  23 

The  corresponding  figure  of  Burris  was  .43,  and  that  of 
Brinckerhoff,  Morris  and  Thorndike  was  .44. 


Latin  I  Science  I 
No.  of  Pupils  (27)              No.  of  Pupils  (27) 

95-99    1  O 

90-94    2  1 

85-89    3  5 

80-84    6  5 

75-79    6  6 

7o-74    4  6 

65-69    2  3 

60-64    1  o 

55-59    2 r^ 

Median  77  79 

St.  dev 9.8  7.8 

r  =  +  -37 

P.  E.  =  .n 

The  corresponding  figure  of  Burris  =  .44. 

The  corresponding  figure  of  B.,  M.,  and  T.  =  .35. 


Latin  I  Drawing  I 
No.  of  Pupils  (88)               No.  of  Pupils  ( 

95-99    5  o 

90-94    13  2 

85-89    10  14 

80-84    17  30 

75-79    15  23 

7o-74    13  13 

65-69    6  5 

60-64    3  o 

55-59    2  1 

50-54    1  ° 

Below  50    2  o 

Median  80  80 

St.  dev 12.0  6.2 


_  +  2240  , 

f~  (88)  (12.0)  (6.2)   — +  -34 

P.  E.  =  .06 


24  ABILITIES   OF   HIGH   SCHOOL   PUPILS 

History  I  Science  I 

No.  of  Pupils  (33)  No.  of  Pupils  (33)  J 

95-99  2  1 

90-94  6  4 

85-89  5  6 

80-84  5  4 

75-79    4  4 

70-74    6  7 

65-09    3  4 

60-64    1  1 

55-59    1  I 

5Q-54 o 1. 

Median  80  78 

St.  dev 10.1  10.6 

+  2938  R 

(33)Oo.i)(io.6)-~t~A3 

P.  E.  =  .04 

The  corresponding  result  for  Burris  was  .40. 

The  corresponding  result  for  B.,  M.,  and  T.  was  .61. 

The  coefficients  of  correlation  between  the  general  average 
in  all  first  year  subjects  made  by  the  121  graduates  and 
the  records  made  by  them  in  the  two  required  major  sub- 
jects, were  calculated  from  the  following  data: 


General  Average 

English  I 

Algebra  I 

No.  of  Pupils  (121) 

No.  of  Pupils  (izi) 

No.  of  Pupils  (121) 

95—99 

O 

8 

17 
26 

25 
28 
12 

5 
0 

O 

2 
IO 
28 
30 
26 
20 

4 
I 

5 
18 

90—94 

85-89 

18 

80-84 

24 
23 
13 
10 

75-79 

70-74 

65-69 

60-64 

6 

55-59 

4 

Median 

79 

7-7 

76 
6.9 

81 

St.  dev 

10. 0 

r  (for  general  average  and  English  I)  = ~Ti      \  t£.    \  =  +  -72 

(121)  (7.7)  (6.9) 

P.  E.  =  .03 
r  (for  general  average  and  algebra  I)  =  -: ^y — r-~ r-  =  +  .64 

(121 J  (/•/)  \.IO.OJ 

P.  E.  =  .04 


FIRST   YEAR   RECORDS 


25 


It  should  be  noted  that  the  coefficient  of  correlation  be- 
tween the  general  average  and  English  I  is  greater  than  that 
between  the  general  average  and  algebra  I.  This  indicates 
that  if  we  desire  to  take  the  record  made  in  one  subject  as 
an  index  of  the  general  ability  of  a  pupil,  it  is  better  to  take 
the  English  record  as  the  determining  one  rather  than  the 
mark  made  in  mathematics.  This  fact  is  of  considerable 
significance  because  of  its  bearing  upon  the  practice  of  those 
schools  in  which  promotion  is  not  made  upon  a  subject 
basis,  but  upon  the  record  of  a  pupil  in  some  one  subject. 
In  some  schools  it  has  been  the  practice  to  regard  mathe- 
matics as  the  determining  subject  for  promotion,  but  in  the 
light  of  the  figures  obtained  in  this  investigation,  the  Eng- 
lish record  would,  in  all  probability,  be  a  better  index  of  the 
general  ability  of  the  pupil. 

The  summary  of  the  coefficients  obtained  from  the  first 
year  records  of  the  121  graduates  is  as  follows: 


First  Year — 121 

Gradua' 

res 

English  I  Algebra  I 

Latin  I 

History  I 

Science  I 

Draw- 
ing I 

General 
Average 

English  I 

Algebra  I .  . . . 

Latin  I 

History  I .  .  .  . 

Science  I 

Drawing  I. . . . 

•30 

(121) 

.42 

(87) 

.68 
(92) 
•63 
(61) 

•37 

(121) 

•30 
(121) 

.38 
(87) 
•37 
(93) 
•34 
(61) 
.22 
(121) 

.42 

(87) 
•38 
(87) 

.67 
(60) 

•37 

(27) 
•34 

(88) 

.68 

(92) 

•37 
(93) 
.67 
(60) 

•83 
(33) 
•45 
(93) 

•63 

(61) 

•34 
(61) 
•37 
(27) 
•83 
(33) 

.62 

(61) 

•37 

(121) 

.22 

(121) 

•34 

(88) 

•45 
(93) 
.62 
(61) 

.72 

(121) 

.64 
(121) 

Note. — The  figures  in  parentheses  indicate  the  number  of  pupils 
in  each  case. 


An  inspection  of  this  table  will  show  that  the  fifteen 
coefficients  (excluding  those  involving  the  general  average) 
are  distributed  as  follows: 


26  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

One  between  .8  and  .9  ■{  History  I  and  science  I  . 

("English  I  and  history  I  . 
Four  between  .6  and  .;   jSWif&gT  -^ 

L  Science  I  and  drawing  I 

Two  between  .4  and  .5    {*•£*  \  £j  ^togT 

'English  I  and  algebra  I  . 
English  I  and  drawing  I 
Algebra  I  and  Latin  I  . . 
Algebra  I  and  history  I  . 
Algebra  I  and  science  I  . 
Latin  I  and  science  I 
.Latin  I  and  drawing  I  . . . 

One  between  .2  and  .3  -j  Algebra  I  and  drawing  I 


Seven  between  .3  and  .4 


The  median  coefficient  is  .38  (algebra  I  and  Latin  I). 
The  several  subjects  when  arranged  in  the  order  (descend- 
ing) in  which  they  correlate  with  the  other  first  year  sub- 
jects are  as  follows :  History  I,  science  I,  English  I,  Latin  I, 
drawing  I,  algebra  I. 

For  purposes  of  comparison  with  the  results  obtained 
above,  a  study  was  made  of  some  of  the  first  year  records 
made  by  all  of  the  255  pupils  who  completed  at  least  one 
year  of  the  school  course.  This  number  included  the  121 
graduates  already  discussed,  and  134  others  who  withdrew 
after  the  end  of  the  first  year  and  before  graduation. 

English  I  Algebra  I 

No.  of  Pupils  (255)  No.  of  Pupils  (255) 

95-99  o  6 

90-94  4  22 

85-89  13  27 

80-84  37  36 

75-79  44  39 

70-74  53  27 

65-69  38  36 

60-64  27  21 

55-59  17  14 

50-54  "  5 

Below  50 11 22 

Median  72  75 

St.  dev 10.8  15.3 

r-  +22617  _    , 

r-  (255)  (10.8)  (15.3)  --^M 
P.  E.  =  .03 


FIRST   YEAR   RECORDS 


27 


Comparing  these  results  with  those  obtained  for  the  121 
graduates  (page  10),  we  find  the  median  for  English  is  72 
instead  of  y6,  and  the  standard  deviation,  10.8  instead  of 
6.9.  For  algebra  I  the  median  is  75  instead  of  81,  and  the 
standard  deviation  15.3  instead  of  10.0.  These  figures  for 
the  medians  are  not  unexpected,  as  the  graduates  constitute 
a  selected  group,  i.  e.,  they  have  been  able  to  complete  the 
school  course,  and  as  a  group  would  naturally  have  a  greater 
ability  than  the  entire  number  of  255,  which  included  many 
who  withdrew  before  graduation.  The  greater  variability, 
moreover,  as  shown  by  the  figures,  bears  out  our  expecta- 
tions for  a  similar  reason.  The  coefficient  of  correlation 
for  the  255  pupils  is  .54  as  compared  with  .30  for  the  121 
graduates.  The  increase  in  the  size  of  the  coefficient  is 
due,  in  part  at  least,  to  the  pupils  who  made  very  low  marks 
in  both  subjects,  and  who  subsequently  withdrew  from  the 
school.  On  the  whole,  it  seems  better  to  regard  the  coeffi- 
cient .30  as  more  reliable  than  the  larger  one. 


Latin  I 

English  I 

'Algebra  I 

No.  of  Pupils  (177) 

No.  of  Pupils  (177) 

No.  of  Pupils  (177) 

95-99 

6 
19 
13 
24 
26 
21 
18 
11 

13 
10 
16 

O 

2 

10 

27 

34 
30 

25 
20 

13 
9 

7 

5 

90—94 

20 

85-89 

16 

80-84 

27 

29 

18 

75-79 

70-74 

65-69 

20 

60-64 

16 

55-59 

7 
3 

50-54 

Below  50 

16 

Median 

St.  dev 

74 
16.1 

72 
10.8 

76 

15-5 

r  (for  Latin  I  and  English  I) 
P.E. 
r  (for  Latin  I  and  algebra  I)  = 


_  +20979 

"  (177)  (16.1)  (10.8)  " 

P.  E.  =  .03 

+  30270 


(177)  (16.0(15.5) 
P.  E.  =  .03 


+  .68 
=  +  .69 


28  ABILITIES   OF   HIGH    SCHOOL   PUPILS 

Comparing  these  data  with  those  for  the  121  graduates, 
we  find  medians  of  74,  72,  76  instead  of  81,  J7,  81,  re- 
spectively, a  considerable  decrease  in  each  case.  The 
standard  deviations  16. 1,  10.8,  15.5,  instead  of  11.9,  6.4,  9.8, 
show  the  presence  among  the  255  pupils  of  a  much  greater 
variability  in  ability  than  that  found  among  the  121  gradu- 
ates. The  larger  coefficients,  .68  and  .69,  as  compared  with 
.42  and  .38  in  the  former  case,  can  be  explained  in  the  same 
way  as  that  for  English  I  and  algebra  I,  and  should  not  be 
considered  as  reliable  as  those  obtained  for  the  121 
graduates. 

Latin  I  History  I 

No.  of  Pupils  (106)  No.  of  Pupils  (106) 

95-99    5  3 

90-94    16  11 

85-89    9  17 

80-84    16  17 

75-79  13  9 

70-74  12  16 

65-69  12  9 

60-64  5  4 

55-59  4  4 

50-54  4  3 

Below  50 10  13 

Median  76  76 

St.  dev 16.9  16.3 

_  +21898  _ 

r~  (106)  (16.9)  (16.3)  _  +  75 

P.  E.  =  .03 

The  medians  for  these  two  subjects  are  76  and  76,  while 
the  corresponding  ones  for  the  121  graduates  were  higher, 
81  and  82,  respectively.  The  standard  variation  is  16.9  and 
16.3,  while  the  same  item  for  the  121  graduates  was  12.5 
and  9.8,  respectively.  The  coefficient  of  correlation  is  .75, 
as  compared  with  .67.  All  of  these  results  agree  with  those 
secured  in  the  case  of  the  preceding  subjects. 


FIRST   YEAR   RECORDS  29 

Latin  1  Science  I 

No.  of  Pupils  (71)  No.  of  Pupils  (71) 

95-99    1  1 

90-94    4  1 

85-89    3  6 

80-84    8  8 

75-79    13  12 

70-74    9  14 

65-69    7  13 

60-64    6  6 

55-59    8  8 

50-54    6  2 

Below  50 6 o__ 

Median.  71  72 

St.  dev 14-3  9-6 

+  6441  _  ■    ~ 

r-  (71)  (14-3)  (9-6)  _"1"-DO 
P.  E.  =  .05 

Here  the  medians  for  Latin  I  and  science  I  are  71  and  72 
instead  of  77  and  79,  respectively,  for  the  121  graduates. 
The  standard  deviations  are  14.3  and  9.6,  as  compared  with 
9.8  and  7.8,  respectively.  The  coefficient  of  correlation  is 
.66  instead  of  .37. 

History  I  Science  I 

No.  of  Pupils  (76)  No.  of  Pupils  (76) 

95-99  2  2 

90-94  7  4 

85-89  6  8 

80-84  9  10 

75-79  10  8 

70-74  12  11 

65-69  12  9 

60-64  3  10 

55-59  3  5 

50-54  5  4 

Below  50 7 5__ 

Median  73  73 

St.  dev 15.3  13.4 

_  _  +  13739  —IRQ 

(76)  (15.3)  (13.4)     ~^ 

P.  E.  =  .02 

The  medians  for  history  I  and  science  I  are  73  and  73, 
while  the  corresponding  ones  for  the  121  graduates  were 
80  and  78,  respectively.     The  standard  deviations  are  15.3 


30  ABILITIES    OF    HIGH    SCHOOL    PUPILS 

and  13.4  instead  of  10.1  and  10.6.     The  coefficient  of  cor- 
relation is  .88  instead  of  .83. 

History  I  English  I 

No.  of  Pupils  (183)  No.  of  Pupils  (183) 

95-99  5  O 

90-94  .18  5 

85-89  23  10 

80-84  26  27 

75-79  19  34 

70-74  28  42 

65-69  21  28 

60-64  7  16 

55-59  7  " 

50-54  8  4 

Below  50 21 6_ 

Median  74  73 

St.  dev 15-9  106 

_  +22699  _ 

r~  (183)  (15.9)  (10.6)    -  +  74 
P.  E.  =  .02 

The  medians  are  74  and  73  instead  of  82  and  76,  re- 
spectively, in  the  former  case.  The  standard  deviations  are 
15.9  and  10.6,  as  compared  with  9.7  and  6.9,  respectively. 
The  coefficient  of  correlation  is  .74  instead  of  .68. 

In  general,  then,  if  we  compare  the  first  year  records 
made  by  the  255  pupils  who  finished  one  year  of  the  course, 
with  the  first  year  records  made  by  the  121  graduates,  we 
can  state: 

1.  That  the  medians  of  the  former  are  less; 

2.  That  the  standard  deviations  of  the  former  are 
greater ; 

3.  That  the  coefficients  of  correlation  of  the  former  are 
greater. 

These  conclusions  can  be  explained  by  the  fact  that 
among  the  255  pupils  are  some  with  very  low  marks  in  all 
subjects.  These  pupils,  perhaps,  had  neglected  their  work 
toward  the  end  of  the  year  because  they  did  not  expect  to 
continue  the  subject,  or  because  they  had  the  intention  of 
withdrawing  at  the  close  of  the  year.  The  results  in  the 
case  of  the  121  graduates  are,  therefore,  to  be  considered 
more  reliable. 


SECOND  YEAR  RECORDS 

In  the  second  year,  the  pupils  divide  into  two  groups 
according  to  their  choice  of  subjects.  These  groups  may 
be  called  "  academic  "  and  "  commercial."  For  the  academic 
pupils,  English  II  and  geometry  I  are  required  of  all. 
Since  each  pupil  must  pursue  four  major  subjects,  and  two 
of  these  are  compulsory,  it  follows  that  only  two  major 
subjects  are  elective,  and  these  are  to  be  chosen  from  Latin 
II,  German  I,  French  I,  history  II,  and  zoology.  On  ac- 
count of  the  small  number  of  pupils  electing  zoology,  no 
class  was  formed  in  that  subject.  Drawing  II  and  music 
II,  not  major  subjects,  are  also  required  of  all.  As  indi- 
vidual marks  are  not  given  in  music,  it  is  not  included  in 
this  investigation.  For  the  pupils  who  choose  the  com- 
mercial course,  there  are  no  electives  in  the  second  year. 
The  required  major  subjects  are  English  II,  bookkeeping 
I,  German  I,  commercial  arithmetic  (a  half-major),  and 
commercial  geography  (a  half-major).  Drawing  II  and 
music  II  are  also  compulsory.  We  shall  now  proceed  to 
consider  the  second  year  records  in  a  manner  similar  to  that 
pursued  in  the  case  of  the  first  year  subjects. 

English  II  Geometry  I 

No.  of  Pupils  (88)  No.  of  Pupils  (88) 

95-99  o  3 

90-94  I  10 

85-89  8  11 

80-84  16  8 

75-79  18  13 

70-74  22  8 

65-69  17  18 

60-64  3  10 

55-59  1  2 

50-54  2  1 

Below  50 o 4_ 

Median  74  75 

St.  dev 7-9  J4-8 

r=  +3702 =  +  .36 

(88)  (7.9)  (14-8)       ^3 

P.  E.  =  .06 

3i 


32  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

C.  N.  Moore  found  the  corresponding  coefficient  for 
geometry  and  English  for  boys  to  be  -+-  0.52  ±  0.03,  and 
for  girls,  -f-  0.59  ±  0.03.  Our  results  show  a  considerably 
smaller  coefficient.  Our  coefficient  for  English  II  and 
geometry  I  (.36)  in  the  second  year  is  somewhat  larger  than 
the  one  for  English  I  and  algebra  I  (.30)  in  the  first  year. 

English  II  Latin  II 

No.  of  Pupils  (79)  No.  of  Pupils  (79) 

95-99    o  1 

90-94    o  1 

85-89    7  8 

80-84    15  15 

75-79    17  9 

70-74    17  IO 

65-69    16  16 

60-64    3  I2 

55-59    2  2 

50-54    2  3 

Below  50 O 2_ 

Median  74  72 

St.  dev 8.1  10.5 

(79)  (8.1)  (10.5)      ^'5 
P.  E.  =  .05 

The  corresponding  result  for  the  first  year  (English  I 
and  Latin  I)  was  smaller,  .42. 

English  II  German  I 

No.  of  Pupils  (64)  No.  of  Pupils  (64) 

95-99  o  1 

90-94  1  3 

85-89  2  15 

80-84  9  15 

75-79  17  8 

70-74  17  8 

65-69  15  2 

60-64  2  7 

55-59  I  3 

50-54  0  o 

Below  50 o 2 

Median  74  80 

St.  dev 6.7  11.4 

r  (for  English  II  and  German  I)  =  . ,  w ,    <-? -=-{-.34 

(64)  (6.7)  (11.4) 

P.  E.  =  .07 


SECOND   YEAR   RECORDS 


33 


English  II  French  I 
No.  of  Pupils  (36)            No.  of  Pupils  (36) 

95-99    o  1 

90-94    1  2 

85-89    7  13 

80-84    5  8 

75-79    4  5 

7o-74    9  2 

65-69    7  4 

60-64    2  1 

55-59    1  o 

50-54    o  o 

Below  50  o  o 

Median  74  84 

St.  dev 8.7  8.3 

r  (for  English  II  and  French  I)  =  (^"[g^g^  =  +  -34 

P.  E.  =  .10 

It  should  be  noted  that  the  coefficient  of  correlation  for 
English  II  and  German  I  is  exactly  the  same  as  that  for 
English  II  and  French  I. 

English  II  History  II 

No.  of  Pupils  (14)  No.  of  Pupils  (14) 

95^99    o  o 

90-94    o  2 

85-89    1  4 

80-84    5  6 

75-79    1  2 

70-74    6  o 

65-69    1  o 

Median  76  84 

St.  dev 5-3  5-0 

_         4-209 

T~  (14)  (5-3)  (5.o)  -  +  -50 

P.E.  =  .12 


The  corresponding  figure  for  the  first  year  (English  I  and 
history  I)  was  .68.  The  second  year  result  is  not  signifi- 
cant on  account  of  the  small  number  of  pupils  involved. 


34 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


English  II 

Bookkeeping  1 1 

Com.  Arith. 

Com.  Geog. 

No.  of  Pupils 
0*7) 

No.  of  Pupils 
(27) 

No.  of  Pupils 
(»7) 

No.  of  Pupils 
(27) 

qt;— QQ 

0 
2 
2 
2 

5 
6 
8 
2 
0 
0 

O 

4 
6 

5 
3 
3 
3 
2 
0 
1 

0 
2 
O 

2 
8 
5 
4 
4 
1 
1 

2 

QO-O  1 

2 

85-89 

4 

80-84 

6 

7S-7Q 

4 

70-74. 

6 

6^-60 

3 

60—64 

0 

55-59 

0 

SO-S4. 

0 

Median 

St.  dev 

74 
7-9 

80 
10.4 

72 
9-5 

80 
8.6 

r  (for  English  II  and  bookkeeping  I)  = 

P.  E.  =  .12 
r  (for  English  II  and  commercial  arithmetic) 


i*---+fl 


(27)  (7-9)  (10.4) 


P.  E.  =  .07 
r  (for  English  II  and  commercial  geography) 

P.  E.  =  .07 


_        +1299       _ 
(27)  (7-9)  (9-5) 

+  1230 

~  (27)  (7-9)  (8.6)-" 


.64 


.67 


Note  the  unusually  small  coefficient  for  English  II  and 
bookkeeping  I  (.17).  The  content  of  the  subject  of  book- 
keeping is  considerably  different  from  that  of  the  academic 
subjects. 

English  II  Drawing  II 

No.  of  Pupils  (115)  No.  of  Pupils  (115) 

95-99    o  I 

90-94    3  17 

85-89     10  34 

80-84     18  30 

75-79     23  21 

70-74    27  8 

65-69    25  2 

60-64    5  o 

55-59    2  1 

50-54    2  1 


Median  74 

St.  dev 8.1 


84 
7.2 


+  688 


(115)  (8.1)  (7.2) 
P.  E.  =  .06 


=  +  •13 


SECOND   YEAR    RECORDS 


35 


This  is  a  very  small  coefficient.     Compare  with  it  the 

corresponding  result  in  the  first  year  for  English  I  and 
drawing  I,  .37. 

Geometry  I  Latin  II 
No.  of  Pupils  (78)            No.  of  Pupils  (78) 

95-99    3  I 

90-94    9  1 

85-89    10  8 

80-84    7  15 

75-79    11  9 

70-74    7  10 

65-69    17  15 

60-64    8  12 

55-59    2  2 

50-54    1  3 

Below  50 3  2 

Median  75  73 

St.  dev 146  10.5 

+6526 

r~  (78)  ( 14.6")  ( 10.5)  -  +  -55 

P.  E.  =  .05 

The  coefficient  of  correlation  for  algebra  I  and  Latin  L 
in  the  first  year  was  .38. 

Geometry  I  German  I 
No.  of  Pupils  (46)            No.  of  Pupils  (46), 

95-99    1  1 

90-94    5  3 

85-89    8  10 

80-84    4  11 

75-79 3  5 

70-74    4  3 

65-69     12  2 

60-64    7  7 

55-59    o  2 

50-54    o  o 

Below  50 2  2 

Median  71  81 

St.  dev 14-4  12.8 

r  (for  geometry  I  and  German  I)  =^-^±^_g-)  =  +  .32 

P.  E.  =  .09 


36 


ABILITIES   OF    HIGH    SCHOOL   PUPILS 


Geometry  I 
No.  of  Pupils  (30) 


95-99 
90-94 

85-89 
80-84 
75-79 
70-74 
65-69 
60-64 
55-59 
50-54 
Below 


50 


French  I 
No.  of  Pupils  (30) 

I 

2 

II 

8 
2 
2 

3 
1 
o 
o 
o 


Median  79 

St.  dev 134 


r  (for  geometry  I  and  French  I) 


+  I873 


(30)  (134)  (8.1) 


84 


=  +  •57 


P.  E.  =  .08 


Geometry  I  History  II 

No.  of  Pupils  (13)  No.  of  Pupils  (13) 

95-09    o  O 

00-94    3  2 

85-89     I  4 

80-84    2  6 

75-79    2  1 

70-74    o  o 

65-69 2  o 

60-64      2  O 

55-59    o  o 

50-54    °  o 

Below  50 1  o 

Median  79  84 

St.  dev 16.9  5.0 

-—                     +415                      _      -  -O 

(13)  (16.9)  (5.0)  -~t"-30 

P.  E.  =  .16 


The  coefficient  for  algebra  I  and  history  I  in  the  first 
year  was  .37.  The  number  of  pupils  for  geometry  I  and 
history  II  is  very  small,  and  consequently  the  coefficient  is 
not  of  special  significance. 


SECOND   YEAR   RECORDS  37 

Latin  II  German  1 
No.  of  Pupils  (43)            No.  of  Pupils  (43) 

95-99    o  1 

90-94    1  3 

85-89    6  10 

80-84    8  10 

75-79    3  5 

70-74    6  3 

65-69    10  1 

60-64    7  7 

55-59    o  2 

50-54    1  o 

Below  50 1  1 

Median  71  81 

St.  dev 10.5  12.1 


+  2764 


(43)(io.5)(i2.i) 
P.  E.  =  .08 


■  +  .5i 


Latin  II  French  I 
No.  of  Pupils  (25)            No.  of  Pupils  (25) 

95-99    I  * 

90-94    o  1 

85-89    2  12 

80-84    4  5 

75-79    4  2 

70-74    4  1 

65-69    4  3 

60-64 4  o 

55-59    o  ° 

50-54    I  ° 

Below  50 1  o 

Median  73  85 

St.  dev 10.5  7-5 

r +_0^ =  4-47 

(25)  (10.5)  (7-5)       ^47 

P.  E.  =  .10 


38 


ABILITIES   OF    HIGH    SCHOOL    PUPILS 


German  I 

Bookkeeping  I 

Com.  Arith. 

Com.  Geog. 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(18) 

95—99 

0 
O 

5 
4 
3 
4 
1 
0 
1 

O 

4 
5 
5 
1 
1 
1 
1 
0 

0 
I 

0 

2 

6 
3 
3 
3 
0 

I 

QO— Qd     

0 

85-89 

4 
4 
4 
2 

80-84 

75-79 

70—74 

65-69 

3 
0 

60—64 

55-59 

0 

Median 

St.  dev 

79 
8.0 

84 
8.0 

74 
8-5 

81 
8.4 

r  (for  German  I  and  bookkeeping  I)  = 

P.  E.  =  .05 
r  (for  German  I  and  com.  arithmetic)  = 


+  M7__=  +  .83 


P.E.  =  .i5 
geography) 
P.E.  =  .n 


(18)  (8.0)  (8.0) 

+  261 
(18)  (8.0)  (8.5) 


=  +  .21 


r  (for  German  I  and  com.  geography)  =  /l8)7^0wg4)  ~  "*~  's8 


Bookkeeping  I 

Com.  Arith. 

Com.  Geog. 

No.  of  Pupils  (28) 

No.  of  Pupils  (28) 

No.  of  Pupils  (28) 

95-99 

90-94 

85-89 

O 

4 
6 

5 
3 
3 
4 
2 
0 
I 

0 
2 
O 

3 

8 

5 
4 
4 
1 
1 

2 

2 
4 

6 

4 
6 

4 
0 
0 

80-84 

75-79 

70-74 

65-69 

60-64 

55-59 

50-54 

0 

Median 

St.  dev 

80 
10.5 

73 
9-4 

80 
9.0 

r    (for  bookkeeping  I  and  com.  arith.)  = 

P.  E.  =  .10 


+  "48 


r    (for  bookkeeping  I  and  com.  geog.)  = 


(28)  (10.5)  (9.4) 
+  1169 


P.  E.  =  .10 


(28)  (10.5)  (9.0) 


=  +  •42 
=  +  •44 


r  (for  com.  arith.  and  com.  geog.) 


+  1275 


(28)  (9.4)  (9-o) 
P.  E.  =  .09 


=  +  •54 


SECOND   YEAR   RECORDS  39 

Drawing  II  Geometry  I 

No.  of  Pupils  (88)  No.  of  Pupils  (88) 

95-99    1  3 

90-94    14  10 

85-89    23  11 

80-84    22  9 

75-79    18  13 

7&-74    6  8 

65-69    3  18 

60-64    o  10 

55-59    1  2 

50-54    o  1 

Below  50 o  3 

Median  84  75 

St.  dev 6.9  14.0 

-f-  967 
r  (for  geometry  I  and  drawing  II)  =  (88)  (69)  (140)  ~ +  •" 

P.  E.  =  .07 

The  corresponding  coefficient  in  the  first  year  for  algebra 
I  and  drawing  I  was  .22. 

Drawing  II  Latin  II 

No.  of  Pupils  (81)  No.  of  Pupils  (81) 

95-99    o  1 

90-94    14  1 

85-89    22  8 

80-84    19  15 

75-79    17  9 

70-74 5  10 

65-69    2  18 

60-64    o  12 

55-59    1  2 

50-54    1  3 

Below  50 o  2 

Median  84  71 

St.  dev 7.6  10.5 

r  (for  Latin  II  and  drawing  II)  =  (8i)~(7~6)  ( 10  5)  ~  ~*~  "°3 
P.  E.  =  .07 

The  corresponding  coefficient  in  the  first  year  for  Latin 
I  and  drawing  I  was  .34. 


40  ABILITIES   OF   HIGH    SCHOOL   PUPILS 

Drawing  II  German  I 

No.  of  Pupils  (66)  No.  of  Pupils.(66) 

95-99    o  I 

90-94    10  3 

85-89    20  15 

80-84    19  15 

75-79    "  9 

70-74    2  9 

65-69    2  3 

60-64    1  7 

55-59    1  3 

50-54    o  o 

Below  50 o  1 

Median  84  80 

St.  dev 7-2  10.6 

r  (for  drawing  II  and  German  I)  =  ^        ^  =  +  .12 
P.  E.  =  .08 

Drawing  II  French  I 

No.  of  Pupils  (38)  No.  of  Pupi's  (38) 

95-99    1  * 

90-94     6  2 

85-89    9  13 

80-84    7  9 

75-79    7  5 

70-74    6  2 

65-69    1  5 

60-64    o  1 

55-59    o  o 

5o-54    1  o 

Below  50 o  o 

Median  82  83 

St.  dev 8.3  8.2 

r  (for  drawing  II  and  French  I)  ss-  738)(83)(82)  =~°3 
P.E.  =  .n 

It  is  significant  and  worthy  of  note  that  the  coefficients 
of  correlation  between  drawing  II  and  the  academic  sub- 
jects are  very  small,  and  now,  for  the  first  time  in  this 

investigation,  a  negative  coefficient  appears.  It  is  true  that 

in  absolute  value  it  is  extremely  small,  practically   zero; 
nevertheless,  it  possesses  significance. 


SECOND   YEAR   RECORDS 


41 


Drawing  II  History  II 

No.  of  Pupils  (12)  No.  of  Pupils  (12) 

95-99    1  o 

90-94    1  2 

85-89  1  3 

80-84  4  6 

75-79  4  I 

70-74  1 o_ 

Median  81  84 

St.  dev 6.5  50 

r  —  +243        _  _    ,     fi 

r~  (12)  (6.5)  (5-0)   --1"02 

P.  E.  =  .12 

While  this  coefficient  is  very  large  in  comparison  with 
the  other  coefficients  for  drawing  II  and  academic  subjects, 
yet  the  small  number  of  pupils  for  drawing  II  and  history 
II  deprives  this  coefficient  of  special  significance.  The 
corresponding  coefficient  in  the  first  year  for  history  I  and 
drawing  I  was  .4S- 


Drawing  II 

Bookkeeping  I 

Com.  Arith. 

Com.  Geog. 

No.  of  Pupils 
(28) 

No.  of  Pupils 
(28) 

No.  of  Pupils 
(28) 

No.  of  Pupils 
(28) 

95-99 

0 

3 
10 

9 
3 
2 
0 
1 
0 
0 

O 

4 
6 

5 
3 
3 
4 

2 
0 

1 

O 
2 
O 

3 

8 

5 
4 
4 
1 
1 

2 

QO-Q4 

2 

85-89 

4 

80-84 

6 

75-79 

4 

70-74 

6 

65-69 

4 

60-64 

0 

55-59 

0 

5O-54 

0 

St.  dev 

84 
6.6 

80 
10.5 

73 
9-4 

80 
9.0 

r  (for  drawing  II  and  bookkeeping  I)  =  ,  g)  „„  ,Q    . 

P.  E.  =  .10 


.42 


r  (for  drawing  II  and  com.  arith.)  = 

P.  E.  =  .I2 


t™ =  +  .21 


(28)  (6.6)  (9.4) 
+  1008 


r  (for  drawing  II  and  com.  geog.)  =  (^(5^(90) 


=  +  .66 


P.  E.  =  .07 


42  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

It  is  very  desirable  to  calculate  the  coefficients  of  cor- 
relation for  corresponding  subjects  in  the  second  and  first 
years. 

English  I  (in  First  Year)     English  II  (in  Second 
No.  of  Pupils  (116)      Year)  No.  of  Pupils  (116) 

95-99  o  o 

90-94  2  3 

85-89  10  10 

80-84 28  18 

75-79  29  23 

70-74  25  28 

65-69  19  25 

60-64  3  5 

55-59  o  2 

5o-54  o  2 

Below  50 o  o 

Median 77  74 

St.  dev 6.8  8.0 

r  (for  English  I  and  English  II)  =  (6  8)(8o)  =  +  '83 

P.  E.  =  .05 


Latin  I  (in  First  Year)  Latin  II  (in  Second 

No.  of  Pupils  (79)  Year)  No.  of  Pupils  (79) 

95-99    5  1 

90-94    13  1 

85-89    9  8 

80-84    17  15 

75-79    14  9 

7o-74    13  10 

65-69    5  17 

60-64    3  I2 

55-59    o  2 

50-54    o  3 

Below  50 o  1 

Median  81  72 

St.  dev 9.0  10.1 

r  (for  Latin  I  and  Latin  II)  =  ~. — .  7"  4^*5 r  =  +  .63 

(79)  (9-0)  (10. 1) 

P.  E.  =  .05 


SECOND    YEAR    RECORDS  43 

Geometry  I  (in  Second     Algebra  I  (in  First  Year) 
Year)  No.  of  Pupils  (89)         No.  of  Pupils  (89) 

95-99    3  4 

90-94    10  18 

85-89    11  14 

80-84    9  16 

75-79    14  18 

70-74    8  9 

65-09    18  5 

60-64    10  4 

55-59    2  1 

50-54    1  o 

Below  50 3 o_ 

Median  75  82 

St.  dev 13.9  9-3 

_  +7212       __ 

f~  (89)  (13.9)  (9-3)  ~+    3 
P.  E.  =  .04 

Drawing  II  Drawing  I 

(in  Second  Year)  (in  First  Year) 

No.  of  Pupils  (118)  No.  of  Pupils  (118) 

95-99    1  O 

90-94    18  3 

85-89    34  22 

80-84    30  39 

75-79    21  31 

70-74    8  17 

65-69    3  6 

60-64    1  o 

55-59    1  o 

50-54    1 o_ 

Median  84  80 

St.  dev 7-5  5-5 

_  +2682       __ 

r~  (118)  (7.5)  (5-5)  ~  +  "55 

P.  E.  =  .04 

The  special  significance  of  these  last  four  coefficients  lies 
in  the  fact  that  they  do  not  (with  the  exception  of  .83  for 
English  II  and  English  I)  greatly  exceed  some  of  the  coeffi- 
cients arrived  at  by  comparing  the  records  of  pupils  in  two 
different  subjects  in  the  same  year.  For  instance,  the  coeffi- 
cient for  English  II  and  Latin  II  is  .52,  that  for  English 
II  and  geometry  I  is  .36,  and  that  for  Latin  II  and  geometry 


44 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


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SECOND    YEAR   RECORDS 


45 


I  is  .55.  It  is  true  that  the  subject  matter  in  geometry  I 
and  algebra  I  is  quite  different,  but  on  the  other  hand  the 
content  of  English  II  and  English  I  is  very  much  the  same, 
and  almost  a  similar  resemblance  holds  good  for  Latin  II 
and  Latin  I,  and  for  drawing  II  and  drawing  I.  The  point 
to  be  noted  is,  that  if  the  coefficients  for  the  same  subject  in 
two  different  years  range  from  .55  to  .83,  then  it  should  be 
admitted  that  coefficients  for  different  subjects  in  the  same 
year,  when  they  range  from  about  .30  or  .40  upward,  do 
possess  considerable  significance.  In  passing,  it  should  be 
noted  also,  that  the  generally  accepted  difference  between 
geometry  and  algebra  is  made  evident  by  the  coefficient  of 
.62,  when  compared  with  .83  for  English  II  and  English  I. 

The  summary  of  the  results  arrived  at  in  the  investigation 
of  the  second  year  records  is  given  in  the  table  on  page  36. 

Probably,  the  most  significant  feature  of  this  table  is  the 
extreme  smallness  of  the  coefficients  for  drawing  when  com- 
pared, in  general,  with  those  for  subjects  other  than  draw- 
ing. With  the  exception  of  the  coefficient  for  drawing  II 
with  history  II  (.62),  commercial  geography  (.66),  and 
bookkeeping  I  (.42),  the  other  figures  for  drawing  range 
from  +.21  down  to  — .03.  In  the  case  of  history  II, 
only  twelve  pupils  are  involved,  so  that  this  coefficient  has 
no  special  importance.  For  the  two  commercial  subjects 
(bookkeeping  I  and  commercial  geography),  only  twenty- 
eight  pupils  are  included,  so  that  the  coefficients  for  these 
two  cases  are  not  so  significant  as  those  obtained  for  English 

II  (115  pupils),  geometry  I  (88  pupils),  German  I  (66 
pupils),  Latin  II  (81  pupils).  The  question  now  arises, 
Why  do  the  coefficients  for  drawing,  in  general,  fall  below 
those  of  the  other  subjects?  The  answer  seems  to  be  that 
the  content  of  this  subject  differs  greatly  from  the  content 
of  the  other  subjects  studied.  It  is  true  that  there  are  low 
coefficients  in  other  places  in  the  table,  for  example,  German 
I  and  commercial  arithmetic  (.21),  English  II  and  book- 
keeping I  (.17).  But  in  these  two  cases  only  eighteen  and 
twenty-seven  pupils,  respectively,  are  involved.     Moreover, 


46  ABILITIES    OF    HIGH    SCHOOL    PUPILS 

the  coefficients  for  none  of  these  subjects  show,  in  general, 
the  smallness  of  those  for  drawing.  If  we  compare  the 
coefficients  for  drawing  II  with  those  obtained  for  drawing 
I  with  other  first  year  subjects  in  the  table  on  page  22,  we 
find  the  latter  coefficients  do  not  by  any  means  show  the 
same  smallness. 


THIRD   YEAR   RECORDS 

In  the  third  year,  only  one  major  subject,  English  III, 
is  compulsory  for  all  pupils.  The  other  three  major  sub- 
jects, necessary  to  make  up  the  requisite  number  of  four 
for  each  pupil,  may  be  selected  from  the  following:  Latin 
III,  German  II,  French  II,  history  III,  physics,  and 
stenography  and  typewriting  I.  Algebra  II,  which  is 
equivalent  to  a  half -major  subject,  may  be  taken  in  addi- 
tion to  the  four  required  majors.  Drawing  III  and  music 
III  are  elective.  Pupils  taking  the  commercial  course  have, 
as  majors,  English  III,  bookkeeping  II,  stenography  and 
typewriting  I,  and  German  II.  Drawing  III  and  music 
III  are  elective  for  them  also. 


English  III  Latin  III 

No.  of  Pupils  (35)  No.  ol  Pupils  (35) 

95-99    o  o 

90-94    1  8 

85-89    5  n 

80-84    21  7 

75-79    6  3 

70-74    2  5 

65-69    o  o 

60-64    0  1 

Median  82  86 

St.  dev 3-8  7-8 

r  (for  English  III  and  Latin  III)  =  -. — .  .    ow — ^r  =  +  .10 

(35)  (3-8)  (7-8)        T 

P.E.  =  .n 


The  coefficient  for  English  II  and  Latin  II  we  found  to 
be  .52,  and  that  for  English  I  and  Latin  I,  .42.  The  small 
size  of  the  coefficient  for  English  III  and  Latin  III  seems 
to  be  irregular. 

47 


48                         ABILITIES    OF    HIGH    SCHOOL  PUPILS 

English  III  German    II 

No.^of  Pupils  (ss)  No.  of  Pupils  (55) 

95-99    o  o 

90-94    o  2 

85-89    8  10 

80-84    19  11 

75-79    12  17 

70-74    10  8 

65-69    2  3 

60-64    4  4 

Median  75  77 

St.  dev 7-3  7-5 

r  (for  English  III  and  German  II)  =  /  +  I3f? — r-=  +  45 

(55)  (7-3)  (7-5) 

P.  E.  =  .07 


The  coefficient  for  English  II  and  German  I  in  the  second 
year  was  found  to  be  .34. 


English  III  French  II 

No.  ot  Pupils  (33)  No.  of  Pupils  (33) 

95-99    o  1 

90-94    o  10 

85-89    7  7 

80-84    10  10 

75-79    7  4 

70-74    5  o 

65-69    2  i 

60-64    2  o 

Median  80  85 

St.  dev 7.2  5.9 

_  _          +507         _  1  ,rt 
(33)  (7-2)  (5-9)  ~"1""3 

P.E.  =  .io 


This  figure  is  in  close  agreement  with  the  one  found  for 
English  II  and  French  I  in  the  second  year,  .34. 


THIRD    YEAR   RECORDS  49 

English  III  History  III 

No.  of  Pupils  (59)  No.  of  Pupils  (59) 

95-99    o  o 

90-94    1  8 

85-89    12  14 

80-84    22  11 

75-79    *3  11 

70-74    10  5 

65-69    1  3 

60-64     °  4 

55-59    o  2 

5t>-54    o *_ 

Median  80  82 

St.  dev 5-5  I0-2 

_  +1809  _ 

T~  (59)  (5-5)  (10.2)  -  +  -55 

P.  E.  =  .06 


The  corresponding  coefficient  in  the  second  year  (for 
English  II  and  history  II)  was  exactly  the  same,  .55,  and 
that  for  the  first  year  (English  I  and  history  I)  was  .68. 


English  III  Physics 
No.  of  Pupils  (38)             No.  of  Pupils  (38) 

95-99    o  1 

90-94    o  5 

85-89    5  3 

80-84    l7  10 

75-79    «  7 

70-74    5  3 

65-69    o  8 

60-64    °  ° 

55-59    o  o 

50-54    o  o 

Below  50 o  1 

Median 82  80 

St.  dev 5.0  10.5 

+  1367         =  +  .69 


(38)  (5.0)  (10.5) 
P.  E.  =  .06 


50 


ABILITIES    OF    HIGH    SCHOOL   PUPILS 


English  III  Algebra  II 

No.  of  Pupils  (21)  No.  of  Pupils  (21) 

95-99    0  2 

90-94    o  1 

85-89    1  2 

80-84    9  4 

75-79    6  3 

7o-74    5  4 

65-69    o  2 

60-64    o  o 

55-59    o  o 

50-54    o 3_ 

Median 78  76 

St.  dev 4-5  I2-5 

+  587  _  , 

(21)  (4-5)  (12.5)  -  +  '5° 

P.E.  =  .n 

The  corresponding  coefficient  in  the  second  year  (Eng- 
lish II  and  geometry  I),  .36,  and  the  one  in  the  first  year 
(English  I  and  algebra  I),  .30,  were  both  smaller.  But  in 
the  third  year,  the  number  of  pupils  included  is  so  small, 
that  the  coefficient  for  that  year  is  not  so  significant. 

English  III  Bookkeeping  II 

No.  of  Pupils  (26)  No.  of  Pupils  (26) 

95-99    o  I 

90-94    o  3 

85-89    5  o 

80-84    o  3 

75-79    2  6 

70-74    7  5 

65-69    5  4 

60-64    6  4 

55-59    I o_ 

Median  71  75 

St.  dev 8.7  10.0 

r=         +1743 =  4-77 

(26)  (8.7)  (10.0)       ^'77 

P.  E.  =  .05 

This  is  greatly  different  from  the  corresponding  coeffi- 
cient in  the  second  year  (English  II  and  bookkeeping  I), 
which  was  .17. 


THIRD   YEAR   RECORDS  5 1 

English  III        Stenography  and  Typewrit- 
No.  of  Pupils  (44)     ing  I.     No.  of  Pupils  (44) 

95-99    o  o 

90-94    o  3 

85-89    8  4 

80-84    5  i 

75-79    6  7 

70-74    12  12 

65-09    5  11 

60-64    6  2 

55-59    2  3 

50-54    o  o 

Below  50 o  i 

Median  73  72 

St.  dev 8.6  9.2 

_         + 1781         _ 
r-(44)(8.6)(9.2)-  +  -51 

?.  E.  =  .08 


English  III  Drawing  III 

No.  of  Pupils  (85)  No.  of  Pupils  (85) 

95-99    0  3 

90-94    1  24 

85-89    16  42 

80-84    25  14 

75-79    17  2 

70-74    14  o 

65-69    5  o 

60-64    6  o 

55-59    1 o 

Median  78  88 

St.  dev ." 7.6  3.8 

r=  (85)  (7-6)  (3-8)  =  +  -27 
P.  E.  =  .07 

The  corresponding  figure  for  the  second  year  (English 
II  and  drawing  II)  was  .13,  and  that  for  the  first  year 
(English  I  and  drawing  I)  was  .37.  The  coefficient  for 
these  two  subjects  in  the  third  year  is  very  low  when  com- 
pared, in  general,  with  the  coefficients  for  English  III  and 
other  subjects  in  the  third  year. 


52  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

Latin  III  German  II 

No.  of  Pupils  (18)  No.  of  Pupils  (18) 

95-99  o  o 

90-94  5  2 

85-89  4  3 

80-84  3  4 

75-79    ' 3  5 

70-74    3  o 

65-69    o  2 

60-64      Q 2_ 

Median 85  79 

St.  dev 7.2  9.3 

~f"  767 
r  (for  Latin  III  and  German  II)  =  -.  ow — r-y — r  =  +  .64 

(18)  (7.2)  (9.3) 

P.  E.  =  .09 

Latin  III  Fiench  II 

No.  of  Pupils  (14)  No.  of  Pupils  (14) 

95-99  o  o 

90-94  3  5 

85-89  6  1 

80-84  1  4 

75-79  o  3 

70-74  2  o 

65-69    x  * 

60-64      I 0_ 

Median  87  84 

St.  dev 10.5  6.6 

— }-  02 

r  (for  Latin  III  and  French  II)  =  -. — .  .        .  , ,  ,x  =  +  .09 

(14)  (10.5)  (6.6)       ^^ 

P.  E.  =  .18 

This  coefficient  for  Latin  III  and  French  II  is  extremely 
small,  but  as  only  a  few  pupils  are  concerned,  this  figure  is 
not  important. 

Latin  III  Algebra  II 

No.  of  Pupils  (11)  No.  of  Pupils  (n) 

95-99  o  2 

90-94  3  1 

85-89  3  1 

80-84  1  3 

75-79  2  2 

70-74      2 2_ 

Median  87  80  ', 

St.  dev 8.1  8.2 

r  -  +426  _ 

r~  (n)(8.i)(8.2)-"t"-5° 
P.E.  =  .i3 


THIRD    YEAR   RECORDS  53 

Latin  III  History  III 

No.  of  Pupils  (15)  No.  of  Pupili  (15) 

95-99    o  o 

90-94    2  2 

85-89    3  5 

80-84    5  2 

75-79    I  3 

70-74    3  3 

65-69    o  o 

60-64    1 o__ 

Median  82  84 

St.  dev 8.6  6.7 

r  (for  Latin  III  and  history  III)  ■=.-. — .  /Q  ,.  .,.  = -j- .19 

(15)  (8.6)  (6.7) 

P.E.  =  .I7 

Latin  III  Physics 

No.  of  Pupils  (ai)  No,  of  Pupils  (aiy 

95-99    o  o 

90-94    6  3 

85-89    8  3 

80-84    2  8 

75-79    2  3 

70-74    2  1 

65-69    1  2 

60-64    o 1 

Median  87  82 

St.  dev 6.5  8.2 

r  (for  Latin  III  and  physics)  =  -. — .  , ,    ,  /f>  .  =  +  .64 

(21)  (6.5)  (8.2) 

P.  E.  =  .09 

Latin  III  Drawing  III 

No.  of  Pupils  (22)  No.  of  Pupils  (22).' 

95-99    o  1 

00-94    3  12 

85-89    8  8 

80-84    5  I 

75-79    2  o 

70-74    3  o 

65-69    o  o 

60-64    * o_ 

Median  85  91 

St.  dev 7-9  3-4 

(22)  (7.9)  (34)      +    3 
P.E.  =  .i4 

The  corresponding  figures  for  the  second  and  first  year 
for  these  two  subjects  were  .03  and  .34,  respectively. 


54  ABILITIES   OF    HIGH    SCHOOL   PUPILS 

German  II  History  III 

No.  of  Pupils  (29)  No.  of  Pupils  (29^ 

95-99    o  o 

90-94    1  7 

85-89    7  6 

80-84 4  5 

75-79    6  3 

70-74    6  3 

65-69    2  3 

60-64      3 2_ 

Median  77  84 

St.  dev 8.1  9.8 

+  I°56    ^=  +  46 


(29)  (8.1)  (9.8) 
P.E.  =  .10 


German  II  Physics 
No.  of  Pupils  (19)             No.  of  Pupils  (19) 

95-99    o  1 

90-94    2  3 

85-89    6  2 

80-84    3  7 

75-79    6  3 

70-74    1  o 

65-69    o  3 

60-64 1  o 

Median  81  82 

St.  dev 7.4  8.0 

+  445         =  +  -40 


'-  (19)  (7-4)  (8.0) 
P.E.  =  .13 

German  II  Bookkeeping  II 

No.  of  Pupils  (16)  No.  of  Pupils  (16) 

95-99    ••...     o  1 

90-94    o  2 

85-89    2  o 

80-84    3  2 

75-79    6  5 

7o-74    4  3 

65-69    1  2 

60-64    o  I 

55-59    o o_ 

Median  76  76 

St.  dev 5.3  9.5 

_  +491  _  ,    (-. 

(16)  (5-3)  (9-5)    """"*" 
P.E.  =  .n 


THIRD   YEAR   RECORDS  55 

The  corresponding  coefficient  for  German  I  and  book- 
keeping I  was  .83. 

German  II        Stenography  and  Typewrit- 
No.  of  Pupils  (19)    injl.    No.  of  Pupils  (19) 

95-99  o  o 

90-94  o  o 

85-89  2  2 

80-84  4  1 

75-79  6  3 

70-74  6  4 

65-69  1  6 

60-64  0  2 

55-59  •  Q l_ 

Median  75  70 

St.  dev 5.3  7.7 

_  +270 

Y~  (19)  (5-3)  (7-7)   -  +  "35 

P.  E.  =  .13 


German  II  Drawing  III 

No.  of  Pupils  (48)  No.  of  Pupils  (48) 

95-99    o  2 

90-94    2  10 

85-89    7  24 

80-84    7  10 

75-79    l7  2 

70-74    9  o 

65-69     3  O 

60-64    3  o 

Median  77  87 

St.  dev 6.9  40 

_  +171  _ 

r~  (48)  (6.9)  (40)  -  +  -13 

P.  E.  =  .10 

This  low  coefficient  tends  to  emphasize  the  already  notice- 
able fact  that  the  coefficients  for  drawing  are  smaller,  in 
general,  than  those  for  other  subjects.  The  corresponding 
coefficient  in  the  second  year  for  German  I  and  drawing 
II  was  .12. 


56  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

French  II  History  III 

No.  of  Pupils  (18)  No.  of  Pupils  (18) 

95-99    °  ° 

90-94    7  2 

85-89    5  2 

80-84    6  4 

75-79    °  4 

70-74    o  2 

65-69      O  2 

60-64     °  l 

55-59    °  ° 

5»-54    °  l 

Below  50 o  o 

Median  88  79 

St.  dev 3-9  JO.4 

+  29 

=  +  .04 


(18)  (3.9)  (10.4) 
P.  E.  =  .16 


French  II  Phyics 
No.  of  Pupils  (17)           No.  of  Pupils  (17) 

95-99    1  ° 

90-94    I  2 

85-89    3  I 

80-84    8  3 

75-79    3  4 

70-74    o  1 

65-69    1  3 

60-64    o  2 

55-59    o  o 

50-54    o  o 

Below  50 o  I 

Median  84  75 

St.  dev 5.7  1 1.6 


—  191 

=  —  .17 


(17)  (57)01.6) 
P.  E.  =  .i6 


Both  of  these  coefficients  are  very  small,  but  the  small 
number  of  pupils  concerned  makes  it  possible  for  varia- 
tions in  the  case  of  two  or  three  individuals  to  affect  greatly 
the  result  reached. 


THIRD    YEAR   RECORDS  57 

French  II        Stenography  and  Typewrit- 
No.  of  Pupils  (12)    ingl.    No.  of  Pupils  (12) 

95-99    0  o 

90-94    3  2 

85-89    4  o 

80-84    2  o 

75-79    3  3 

70-74    o  4 

65-69    o  2 

60-64    o  o 

55-59    Q L_ 

Median  86  73 

St.  dev 5  7  9-2 

+  309  _,     .. 

(12)  (5-7)  (9-2)  __t"*49 

P.E.  =  .i5 

French  II  Drawing  III 

No.  of  Pupils  (30)  No.  of  Pupils  (30) 

95-99    I  o 

90-94    9  9 

85-89    6  18 

80-84    8  2 

75-79    6  1 

70-74    o  o 

65-69    o  o 

60-64    o  o 

55-59    o o_ 

Median  86  88 

St.  dev 5-6  3-5 

_  +72  _  , 

r~(3o)(5.(>)(3-5)~  +  '12 

P.E.=.I2 

French  II  Algebra  II 

No.  of  Pupils  (n)  No.  of  Pupils  (11) 

95-99    1  2 

90-94    1  1 

85-89    2  o 

80-84    5  2 

75-79    1  1 

70-74    o  2 

65-69    1  3 

60-64    o  o 

55-59    o  o 

50-54    o o 

Median  84  75 

St.  dev 6.5  n.8 

r  (for  French  II  and  algebra  II)  =7 — w/r    ■.  , — 5^  =4-. 15 
&  (11)  (6.5)  (11.8) 

P.  E.  =  .20 


58  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

German  II  Algebra  II 

No.  of  Pupils  (10)  No.  of  Pupils  (10) 

95-99    o  o 

90-94    2  o 

85-89    o  2 

80-84    o  2 

75-79    2  o 

70-74    2  3 

65-69    1  o 

60-64    3  1 

55-59    o  1 

50-54    o i_ 

Median  72  72 

St.  dev 10.6  11.1 

r  (for  German  II  and  algebra  II)  =  (I0)  (106H11  1)  =  +  ,4S 
P.E.  =  .i6 


Algebra  II 

History  III 

Algebra  II 

Physics 

No.  of  Pupils 
(15) 

No.  of  Pupils 
(15) 

No.  of  Pupils 
(IS) 

No.  of  Pupils 
(15) 

95-99 

90-94 

85-89 

I 
0 
I 

2 
2 
2 
2 

I 
I 

3 

O 
I 

4 
2 
2 
2 
2 
2 
0 
0 

I 

I 
2 
2 
2 
2 

3 
O 
0 
2 

0 
2 
I 

80-84 

4 
3 
2 
2 

75-79 

70-74 

65-69 

60—64 

1 

55-59 

5o-54 

0 
0 

Median 

St.  dev 

70 
131 

79 
9-5 

75 
12.2 

75 

8.8 

r  (for  algebra  II  and  history  III) 


+  347 


(15)  (131)  (9-5) 


=  +  .19 


P.  E.  =  .21 

r  (for  algebra  II  and  physics)  =  -. — w        WOOn=+  .60 

(15)  (12.2)  (8.8) 


P.E.  =  .u 


THIRD   YEAR   RECORDS  59 

Algebra  II  Drawing  III 

No.  of  Pupils  (ao)  No.  of  Pupils  (20) 

95-99    1  o 

90-94    0  5 

85-89    2  14 

80-84    4  1 

75-79    2  o 

70-74    3  o 

65-69    3  o 

60-64    1  o 

55-59    1  o 

50-54    2  0 

Below  50 1  o 

Median  71  87 

St.  dev 13.3  2.6 

_  4-160  _ 

T  "  (20)  (13-3)  (2.6)  ~  +  ,23 

P.  E.  =  .14 


History  III  Physics 
No.  of  Pupils  (18)              No.  of  Pupilt  (18) 

95-99    o  1 

90-94    1  2 

85-89    3  o 

80-84    3  1 

75-79    5  4 

70-74    2  2 

65-69    2  6 

60-64    1  1 

55-59    o  o 

50-54    1  ° 

Below  50 o  1 


Median  77  73 

St.  dev 10.0  no 


+ 1415  _ 

(i8)(io.o)(n.o) 

P.  E.  =  .08 


.72 


60  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

History  III  Seen,  and  Type.  I 

No.  of  Pupiis  (15)  No.  of  Pupils  (15) 

95-99    o  o 

90-94    1  2 

85-89    2  I 

80-84    3  l 

75-79    3  3 

70-74    1  4 

65-09    1  2 

60-64    3  * 

55-59    *  ° 

50-54    o  ° 

Below  50  o    1 

Median  77  74 

St.  dev 10.3  10.7 

(15)  (10.3)  (10.7)       ^J4 
P.E.  =  .i5 


History  III  Drawing  III 

No.  of  Pupils  (52)  No.  of  Pupils  (52) 

95-99     O  3 

90-94     9  I2 

85-89     10  28 

80-84    9  7 

75-79    9  2 

70-74    6  o 

65-69    5  o 

60-64 3  o 

55-59    o  o 

50-54    1  ° 

Below  50  o  o 

Median  82  87 

St.  dev 9-8  3-9 

_  +6  _ 

T~  (52)  (9-8)  (3-9)  ~  +  '°° 

P.  E.  =  .09 
Again  a  low  coefficient  is  shown  for  the  subject  of  drawing. 


THIRD   YEAR   RECORDS  6 I 

Physics  Drawing  III 

No.  of  Pupils  (28)  No.  of  Pupils  (28) 

95-99    1  o 

90-94    3  9 

85-89     2  16 

80-84    5  2 

75-79    6  1 

70-74    2  o 

65-69    6  o 

60-64    2  0 

55-59     o  0 

50-54    o  o 

Below  50 1  o 

Median  75  88 

St.  dev 10.9  3.5 

_  —46  __ 

r~  (28)  (10.9)  (3.5)""      "°4 

P.E.  =  .i3 

This  coefficient  is  practically  zero,  and  agrees  with  the 
generally  low  figures  reached  for  the  subject  of  drawing. 


Sten.  and  Type.  I  Bookkeeping  II 

No.  of  Pupils  (27)  No.  of  Pupils  (27) 

95-99    o  1 

90-94    1  3 

85-89    3  o 

80-84    o  3 

75-79    4  7 

70-74    7  5 

65-69    8  4 

60-64    1  4 

55-59    3  o 


Median  71  75 

St.  dev.  ... 8.2  9.8 

r-  +*468 

r~  (27)(8.2)(9.8)-  +  -°5 

P.  E.  =  .07 


62 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


Bookkeeping  II 
No.  of  Pupils  (24) 

95-99  0 

90-94  3 

85-89  o 

80-84  3 

75-79  6 

7o-74  4 

65-69  4 

60-64  4 

55-59  o 

Median  75 

St.  dev 9.3 

r=  +I28         =4-  16 

P.F.=.i3 


Drawing  III 
No.  of  Pupils  (24) 

O 

7 
10 

7 
o 
o 
o 
o 
o 


86 
3-6 


Sten.  and  Type.  1 
No.  ot  Pupils  (38) 

95-99  o 

90-94  3 

85-89  2 

80-84  1 

75-79  7 

70-74  12 

65-69  8 

60-64  2 

55-59  3 

Median ^ 

St.  dev 8.4 

_  +104         _ 

r~  (38)(8.4)(3.2)-  +  ,I° 

P.E.  =  .n 


Drawing  III 
No.  of  Pupils  (38) 

O 

9 
19 
10 

o 

o 

o 

o 

o 


87 

3-2 


Both  of  these  coefficients  for  drawing  are  low,  which  agrees 
with  what  has  already  been  noted. 

A  summary  of  the  results  found  for  the  third-year  sub- 
jects follows: 


THIRD   YEAR   RECORDS 


63 


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64  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

An  inspection  of  this  table  will  show  many  irregularities 
among  the  coefficients,  particularly  among  those  for  the 
subject  of  French  II.  But  the  fact  that  only  a  few  pupils 
took  this  subject  makes  it  possible  to  explain  the  fluctua- 
tions in  the  size  of  its  coefficients.  As  has  been  mentioned 
before,  variation  in  the  case  of  only  a  few  pupils  will  tend 
to  cause  such  marked  irregularities.  In  general,  it  should 
be  noted  that  the  coefficients  rank  rather  high,  with  the 
single  exception  of  those  for  the  subject  of  drawing.  The 
distribution  of  the  coefficients  is  as  follows : 

2  between  .7  and  .8 
6  between  .6  and  .7 

4  between  .5  and  .6 

5  between  .4  and  .5 

3  between  .3  and  .4 

2  between  .2  and  .3 
9  between  .1  and  .2 

3  between    o  and  .1 
2  less  than  zero. 

Twenty  out  of  the  thirty-six  are  greater  than  .3,  and  of 
the  sixteen  below  .3,  nine  involve  drawing  as  one  of  the 
subjects,  and  four  of  the  remaining  seven  involve  French 
II,  which  has  been  shown  to  have  coefficients  varying 
greatly  in  size.  The  points  worthy  of  note  in  the  third 
year  results,  are,  then,  the  fact  that  so  many  of  the  coeffi- 
cients are  large,  and  the  additional  fact  that  each  one  of  the 
nine  coefficients  involving  drawing  is  small. 


FOURTH   YEAR   RECORDS 

In  the  fourth  year  there  are  no  subjects  that  are  com- 
pulsory for  all  pupils.  The  major  subjects,  from  which 
each  pupil  is  permitted  to  select  four,  are  English  IV,  Latin 
IV,  German  III,  French  III,  history  IV,  chemistry,  zool- 
ogy, astronomy,  and  stenography  and  typewriting  II.  Draw- 
ing IV  and  music  IV,  also,  are  elective. 

English  IV  History  IV 

No.  of  Pupils  (78)  No.  of  Pupils  (78) 

95-99  o  o 

90-94  3  5 

85-89  16  9 

80-84  26  24 

75-79  15  18 

70-74  13  5 

65-69  3  7 

60-64 2 o 

Median  81  79 

St.  dev 6.5  6.6 

+  2108        _       „ 
(78)  (6.5)  (6.6)  -  +  '00 

P.  E.  =  .04 

The  corresponding  coefficient  in  the  third  year  (for  Eng- 
lish III  and  history  III)  was  .55. 

English  IV  Latin  IV 

No.  of  Pupils  (28)  No.  of  Pupils  (28) 

95-99  o  I 

90-94  o  5 

85-89  7  7 

80-84  IS  8 

75-79    3  4 

7o-74    3  2 

65-69    o  o 

60-64    o I 

Median  83  84 

St.  dev 4.6  6.9 

_  +207 

r~  (28)  (4.6)  (6.9)  -  +  '23 

P.  E.  =  .I2 

65 


66  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

The  corresponding  coefficient  for  the  third  year   (Eng- 
lish III  and  Latin  III)  was  .10. 

English  IV  German  III 

No.  of  Pupils  (16)  No.  of  Pupils  (16) 

95-99  °  ° 

90-94  o  1 

85-89  3  I 

80-84  4  2 

75-79  4  6 

70-74  4  3 

65-69  1  2 

60-64 o l_ 

Median  79  75 

St.  dev 5-8  7-7 

_         _4-i24_      _ 
r~  (16)  (5"8)  (7-7)  ~  +  '17 

P.E.  =  .i6 

The  corresponding  coefficient  in  the  third  year  (for  Eng- 
lish III  and  German  II)  was  .45. 


English  IV  French  III 

No.  of  Pupils  (15)  No.  of  Pupils  (15) 

95-99    o  o 

90-94    2  2 

85-89    4  8 

80-84    6  2 

75-79    1  3 

70-74    2  o 

65-69    o  o 

60-64    o  o 

Median  83  85 

St.  dev 5.5  4.2 

_  _  +257         _  , 

(i5)(5.5)(4-2)~"t"-74 

P.  E.  =  .08 

The  corresponding  coefficient  in  the  third  year   (for  Eng- 
lish III  and  French  II)  was  .36. 


FOURTH    YEAR   RECORDS 


67 


English  IV 
No.  of  Pupiis  (41) 

95-99    0 

90-94    1 

85-89    9 

80-84    13 

75-79    7 

70-74    8 

65-69    1 

60-64    2 

Median  81 

St.  dev 6.9 

_         -f 1296        _         , 

r-(4i)(6.9)(8.2)-  +  ,5° 

P.  E.  =  .07 

English  IV 
No.  of  Pupils  (16) 

95-99    o 

90-94    o 

85-89    3 

So-84    5 

75-79    4 

70-74    2 

65-69    2 

60-64    o 

Median  81 

St.  dev 6.8 

+  386 
r-(i6)(6.8)(8.i)-"t"-44 
P.  E.  =  .14 


Chemistry 

No.  of  Pupils  (41) 

4 

3 

10 

7 
10 

4 
2 


83 
8.2 


Zoology 
No.  of  Pupils  (16) 

O 

I 
2 

5 
4 
I 
I 
2 


80 
8.1 


English  IV 

Astronomy 

English  IV 

Drawing  IV 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(29) 

No.  of  Pupils. 
(29) 

95-99 

90-94 

85-89 

O 
2 
5 

6 
2 

3 
0 
0 

O 
O 
2 
I 

3 
3 
3 
6 

O 

2 

4 
11 

4 
6 
I 
1 

4 

9 
2 
0 
0 
0 

80-84 

75-79 

70-74 

65-69 

60-64 

0 

Median 

St.  dev 

83 

5-5 

70 
9-4 

80 
7.0 

9i 

3-5 

r  = 


+  5io 


•55 


—  3 


(18)  (5-5)  (9-4)" 
P.E.  =  .n 
The  coefficient  of  correla- 
lation     for     English     III 
and  physics  in  the  third 
year  was  .69. 


=  0.00 


(29)  (7.0)  (3.5) 
P.E.  =  .12 
Note  the  small  coefficient 
which  again  occurs   for 
the  subject  of  drawing. 


68 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


History  IV 

Latin  IV 

History  IV 

German  III 

No.  of  Pupils 
(*4) 

No.  of  Pupils 
(24) 

No.  of  Pupils 
(20) 

No.  of  Pupils 
(so) 

95-99 

0 

3 

4 

11 

2 
2 
2 
0 

I 

4 
5 
7 
3 
2 
0 
2 

O 
O 
2 

6 
2 
5 
5 
0 

0 

QO-Q4. 

0 

85-89 

2 

80-84 

4 

4 
5 
3 

2 

75-79 

70-74 

65-69 

60-64 

Median 

St.  dev 

83 
6.3 

82 
8.0 

75 
7-3 

74 
7-3 

r  = 


+  845 


(24)  (6.3)  (8.0) 
P.  E.  =  .07 


=  +  •70 


4-422 


(20)  (7.3)  (7-3) 
P.  E.  =  .12 


=  +  •40 


History  IV 

French  III 

History  IV 

Chemistry 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(18) 

No.  of  Pupils 
(42) 

No.  of  Pupils 
(4») 

Q  K— QQ 

0 
O 
I 

5 
4 
7 
1 
0 

O 
2 

7 
3 
6 
0 
0 
0 

O 

2 

5 

13 

7 
0 

5 

QO— Qd. 

2 

8s-8q 

7 

80-84 

8 

7  c— 7Q 

11 

70—74. 

5 

6s-6q 

3 

60-64 

1 

St.  dev 

77 
5-8 

84 
4-7 

79 
6.9 

81 
8.4 

+  147 


(18)  (5.8)  (4.7) 

P.  E.  =  .14 


=  +  •30 


r  = 


4-1604 


(42)  (6.9)  (8.4) 
P.  E.  =  .05 


=  +  .70 


FOURTH    YEAR   RECORDS 


69 


Hist   IV 

Zoology 

Hist.  IV 

Astronomy 

No.  of  Pupils 
(*3) 

No.  of  Pupils 
<»3) 

No.  of  Pupils 

(25) 

No.  of  Pupils 
(=>5) 

0^—00  

O 
I 
2 

4 
6 

7 

1 
2 

O 
I 
2 
6 

5 
2 

3 
4 

O 
2 
I 

6 
10 
3 
3 
0 

00— QA 

85-89 

2 

80-84 

75-70 

4 
3 
4 
9 

70-74. 

65-69 

60-64. 

Median 

St.  dev 

75 
7-i 

78 
9.0 

78 
6.9 

68 
10.2 

r  = 


+  1068 


(23)  (7-i)  (90) 
P.  E.  =  .07 


=  +  •73 


r  = 


+  I33I 


(25)  (6.9)  (10.2) 
P.  E.  =  .06 


=  +  ■76 


History  IV 
No.  of  Pupils  (40) 

95-99  o 

90-94  1 

85-89  5 

80-84  7 

75-79  13 

70-74  10 

65-69  2 

60-64  2 

Median  78 

St  dev 6.9 


Drawing  IV 
No.  of  Pupils  (40) 

4 
18 
16 

2 

O 

O 

O 

O 


90 
3-2 


r  = 


+  270 


(40)  (6.9)  (3.2) 
P.  E.  =  .10 


=  +  .3i 


70 


ABILITIES   OF    HIGH    SCHOOL    PUPILS 


Latin  IV 

Chemistry 

German  III 

Chemistry 

No.  of  Pupils 
(20) 

No.  of  Pupils 
(20) 

No.  of  Pupils 
(14) 

No.  of  Pupils 
(14) 

95-99 

90-94 

85-89 

I 

3 
5 
5 
2 
2 
0 
2 

3 
O 

6 
4 
4 
2 
0 
1 

0 
I 
I 

2 

4 

2 

3 
1 

2 
I 
I 

80-84 

3 
5 
2 
0 

75-79 

70-74 

65-69 

60-64. 

0 

Median 

St.  dev 

84 
8.9 

84 
8.1 

75 
8.4 

80 
7.8 

+  1047 

(20)  (8.9)  (8.1) 
P.  E.  =  .07 


=  +  ■73 


+  408 


(14)  (8.4)  (7-8) 
P.E.  =  .is 


=  +  •44 


Eng.  IV 

Sten.  and  Typ. 

German  III 

Sten.  and  Typ. 

No.  of  Pupils 
(23) 

No.  of  Pupils 
(23) 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(10) 

95-99 

0 
I 

5 
5 
6 

3 
2 
1 
0 

I 

3 

4 
2 

4 
4 
3 
1 
1 

O 
O 
I 
I 
I 

4 
1 
2 
0 

O 

90-94 

85-89 

I 
O 

80-84 

75-79 

70-74 

65-69 

2 
I 

4 
2 

60-64 

55-59 

0 

Median 

St.  dev 

79 

7-5 

77 
10.4 

7i 
7.0 

73 
7.8 

+  1083 

(23)  (7-5)  (10.4) 
P.  E.  =  .09 


=  +  .60 


+  318 


(10)  (7.0)  (7.8) 
P.  E.  =  .14 


=  +  •58 


FOURTH    YEAR   RECORDS 


71 


Hist.  IV 

Sten.  and  Typ. 

Chemistry 

Sten.  and  Typ. 

No.  of  Pupils 
(41) 

No.  of  Pupils 
(40 

No.  of  Pupils 

No.  of  Pupils 

95-99 

90-94 

85-89 

0 

3 
2 

9 
9 
13 
4 
1 
0 

2 
3 

5 
4 
9 
9 
6 
2 
1 

0 
O 
O 
2 

5 
2 
2 
0 
0 

O 
O 
O 

80-84 

2 

75-79 

2 

70-74 

65-69 

4 
2 

60-64 

1 

55-59 

0 

Median 

St.  dev 

76 

7-i 

75 
9-4 

77 
5-4 

72 
5-8 

+  1675 


(4i)  (7-0  (9-4)  ' 
P.  E.  =  .07 


+  .61 


+  144 


(11)  (54)  (5-8) 
P.  E.  =  .i7 


=  +  .42 


Zoology 

Sten.  and  Typ. 

Astronomy 

Sten.  and  Typ. 
II 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(10) 

95-99 

O 
O 
O 

2 
2 
2 
2 

2 
O 

O 
0 
2 
O 

4 
2 
1 
0 
1 

0 
1 
1 
I 
2 
O 
O 

5 
0 

2 

90-94 

I 

85-89 

2 

80-84 

75-79 

I 
O 

70-74 

65-69 

0 

3 
1 

60-64 

55-59 

0 

Median 

St.  dev 

72 
7-1 

77 
8.8 

70 
11.7 

86 
14.0 

r  = 


—  219 


=  —  •35 


(10)  (7.1)  (8.8) 
P.E.  =  .i8 
This  negative  coefficient  is 
not  specially  significant 
as  the  number  of  pupils 
involved  is  very  small. 
The  variation  due  to  a 
few  individuals  may  ac- 
count for  the  unusual 
value. 


+  1095 


(io)(il.7)(i4-o) 
P.  E.  =  .01 


=  +  •67 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


Zoology 

Drawing  IV 

Astronomy 

Drawing  IV 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(10) 

No.  of  Pupils 
(.12) 

No.  of  Pupils 
(12) 

95-90. 

O 
0 
I 

4 
3 
1 
0 
1 

O 

5 
5 
0 
0 
0 
0 
0 

0 
O 
I 

2 
I 
I 

3 

4 

3 

5 

2 

90-94 

85-80 

80-84 

2 

75-79 

O 

70-74 

O 

65-69 

O 

60-64. 

O 

Median 

80 
7-i 

90 
3-0 

68 
9.8 

91 

4.2 

r_  +167  _       I        ?Q  „_  —13  _ 

r~  (10)  (7.1)  (3-0)  -"t"'7  r~  (12)  (9.8)  (4.2)-      '°3 

RE.  =  .08  RE.  =  .19 

This  coefficient  is  very  large, 
when  compared  with  the       Again,  a  very  low  coefficient  is 
usual    one    obtained    for  obtained    for    drawing.      The 

drawing.      It    should    be  number  of  pupils  concerned  is 

noted,  in  this  connection,  small, 

that  only  ten  pupils  are 
included  in  this  combi- 
nation of  subjects. 

Stenog.  and  Typ.  II  Drawing  IV 

No.  of  Pupils  (16)  No.  of  Pupils  (16) 

95-99    o  1 

90-94    2  7 

85-89    3  8 

80-84    2  o 

75-79    3  o 

70-74    3  o 

65-69    1  o 

60-64    1  o 

55-59    1 o_ 

Median  78  90 

St.  dev 9.5  2.8 

—108         __ 

T~  (16)  (9-5)  (2.8)~      >25 
RE.  =  .i6 

Another  low  coefficient 
for  drawing. 


A  summary  of  all  the  coefficients  for  fourth  year  subjects 
follows : 


FOURTH    YEAR   RECORDS 


73 


O 


> 

,-v           ,— >                              ^-v   f)^ 

"V-s 

i 

Ocn^Ow        °°0  O  n    ., 

^      «        1 

1     "2* 

Q 

~o~* 

c  — i 

,-^          ,—S          ,->   U^,^           •-s                              ,—v 

»0^-v 

Oro'-'i-.Ni-irCo'^O^.       °°  O   ^ 

1        w  vo 

VO   cs  vO   ^rl-M      -S*   w   X         W  «    X 

i" 

1  - 

wH 

_ 

o 
a 

£j?S<£x      x      x      x      X       | 

X         X 

ta 

.. 

t* 

^S^\§^S*    *    *    1    * 

l/)M   ft 

o 

> 

_c 

^00      O      T)-fOO      «                 v.                  1                   ^                 K, 

X        X 

« 

>-) 

c 

^  **w 

o 

•#§X§*       X        |        X       X       X 

NOON 

•< 

"%-s           ,—, 

~o 
o 

3?£?x       |        X       X       X       X 

N 

a 

u 

up  _).  I--,  -f-    |             X           *           t-~  0)    •*}"  w    * 

3-gx 

u 

> 

VO  oo    I          O  'cT  fi't^vO  "in  O  ^  o 'o  O 

00  "  "^  "I  'o' 

VD  N  1          t>.Tl-^N^C<t^N'tNf?« 

n 

> 

1          vOoo"^   i-   ^vO   "500   ^00   t^v©   "*■  >0  °   «Q   <^ 

ti 

VO   r^"*5-rj-^l-i-i   lOi-c   0)    <n    <-<    h   Nm^O   n    p   n 

c 

W 

1—1 

d 

>> 

^H 

{-*    •> 

>hIV 
ry  IV 

istry 

[TV  .    . 

>> 

S   * 

and  ' 
ing  F 

ten. 

U- 

1    I 

L 

N 

< 

c 

(t 

</)     (- 

53 

> 

c 
S 

Go 

t-i 

w 

Q- 

C 

a 

B) 

u 

qj 

m 

3 

0 

<-G 

J! 

o 

a 

H 

■C) 

V 

> 

0 

o 

► 

55 

a 

74  ABILITIES    OF    HIGH    SCHOOL    PUPILS 

From  this  table,  we  note  the  following: 

7  coefficients  are  between  .7  and  .8 

4  coefficients  are  between  .6  and  .7 

3  coefficients  are  between  .5  and  .6 

4  coefficients  are  between  .4  and  .5 

2  coefficients  are  between  .3  and  .4 
1  coefficient  is  between  .2  and  .3 
1  coefficient  is  between  .1  and  .2 
1  coefficient     is    o 

3  coefficients  are  negative. 

Twenty  out  of  the  twenty-six  coefficients  are  greater  than 
.3.     The  subjects  having  coefficients  less  than  .3  are: 

English  IV   3  out  of  9  coef.  are  less  than  .3 

Latin  IV   1  out  of  3  coef.    is    less  than  .3 

German  III  1  out  of  4  coef.    is    less  than  .3 

Zoology    1  out  of  4  coef.    is    less  than  .3 

Astronomy    1  out  of  4  coef.    is    less  than  .3 

Stenography  and  typewriting  II..  2  out  of  7  coef.  are  less  than  .3 

Drawing  IV  3  out  of  5  coef.  are  less  than  .3 

It  is  worthy  of  note  that  drawing  IV  is  the  only  subject 
having  a  majority  of  its  coefficients  less  than  .3. 


SUMMARY 


Grouping  the  coefficients  of  each  year  according  to  sub- 
jects and  according  to  size  of  coefficients,  we  have  the 
following  tables  of  distribution  for  each  year: 

First  Year 


.8  to  .9 

.7  to.  8 

.6  to  .7 

.5  to  .6 

•4  to  .5 

•3  to  .4 

.2  to  .3 

Per  Cent  of 

Number  of  Coef. 

=  .5  or  More 

English  I 

Algebra  I 

Latin  I 

History  I 

Science  I 

Drawing  I 

1 
1 

2 

I 
2 
2 
I 

I 

I 

I 

I 

2 

4 
3 
1 
2 
2 

I 
I 

40% 

0% 

20% 
60% 
60% 
20% 

Second  Year 


.7  to 


.6  to 
•7 


.5  to 
.6 


.2  to 
•3 


Per  Cent  of  No.  of 
Coef.  =  .5  or  More 


English  II. . 
Geometry  I  . 

Latin  II 

German  I . . 
French  I .  .  .  . 

History  II  .  . 
Bkg.  I...... 

Com.  Arith. , 
Com.  Geog.  . 
Drawing  II . 


44% 
33% 
60% 

43% 
25% 
67% 
20% 

40% 
80% 

22% 


Third  Year 

•7 

to 
.8 

.6 

to 
•7 

•5 
to 
.6 

•4 

to 

.5 

■3 

to 
•4 

.2 
to 
•3 

.1 
to 
.2 

0 

to 

.1 

—  .1 
to 

0 

—  .2 

to 

—  .1 

Per  Cent  of  No.  of 
Coef.  =  .5  or  More 

English  III 

Latin  III 

German  II 

French  II 

I 

I 
2 
2 

3 
1 

1 

4 
1 
1 
1 
1 

1 

I 

I 
I 

I 
2 

I 
I 

2 

I 

3 
1 

2 

2 
2 

1 
1 

5 

I 

2 
2 

I 

I 
I 

I 
I 

56% 

43% 

25% 

0% 

Algebra  II 

History  III 

Physics 

Bookkeeping  II . 
Sten.  &  Typ.  I  . 
Drawing  III..  .  . 

I 
I 
I 

I 

3 
2 
I 

2 
1 

1 

43% 
25% 
57% 
75% 
33% 
0% 

75 


76 


ABILITIES   OF    HIGH    SCHOOL    PUPILS 


Fourth  Year 


•7 
to 
.8 

.6 
to 
•7 

•5 
to 
.6 

■4 
to 

•5 

•3 
to 

•4 

.2 

to 
•3 

.i 
to 

.2 

o 
to 

.1 

—  .1 
to 

o 

to 
—  .1 

-•3 
to 

—  .2 

—  •4 
to 
-•3 

Per  Cent  of 
No.  of  Coef. 
=  .5  or  More 

English  IV. .  . . 

History  IV 

Latin  IV 
German  III   .  . 
French  III. .  .  . 
Chemistry .... 

Zoology 

Astronomy. .  .  . 
Sten.  and  Typ. 

II 

Drawing  IV. .  . 

I 

4 

2 

I 
2 
2 
I 

I 

2 
2 

I 

3 

2 

I 
I 
I 
I 

I 
I 

2 

2 
I 

I 

2 
I 

I 

I 
I 

I 

I 

I 
I 

I 
I 

I 

I 

I 

I 

56% 
67% 
67% 
25% 
50% 
60% 
50% 
76% 

57% 
20% 

If  we  combine  the  results  as  shown  by  the  four  preceding 
tables,  we  have  the  following  table  showing  the  distribution 
according  to  departments  and  size  of  coefficients. 


Summary  of  All  Four  Years 

0 

CO 

0 

O 

0 

0 

0 

cr> 

to 

0 

CI 

0 

0 
0 

0 

0 

l' 

\ 

O 
« 

f 

CI 

1' 

0 

CO 

1' 

en 

l' 

0 

-J- 

1" 

0 
d.  • 

__  0 

0 

H 

"o  0 
d"? 
fcll 

1^  •> 

U  0  0 
So"? 

*S5|| 

English 

2 

5 
5 

3 
1 
1 

7 
1 

5 
6 

5 
9 
3 

7 

4 
2 
2 

8 
6 

3 
1 

3 
4 

10 

7 
2 

6 
7 
5 

2 

9 
2 

3 

2 

2 

2 

2 

4 

4 
3 

2 

8 

3 

8 

I 
2 

4 
3 

2 
1 

3 

1 

1 

I 

I 

I 

I 

32 
18 
25 
25 

52 
32 
28 

16 

5 
13 
15 

17 
16 

4 

25 
13 
21 
21 

36 

25 

9 

5"% 

Mathematics . 

History 

Science 

Foreign 

languages . . 
Commercial  .  . 
Drawing 

I 

2 

I 

I 

28% 
52% 
60% 

33% 
50% 

M% 

Total 

212 

86 

I50 

41% 

This  table  shows  that  a  total  of  150  out  of  the  212  co- 
efficients are  equal  to  .3  or  more,  and  that  86  of  them  are 
equal  to  or  greater  than  .5.  This  is  evidence  that  there  is 
a  considerable  correlation  among  the  records  of  these  pupils. 
Indeed,  if  we  bear  in  mind  that  the  coefficient  of  correla- 
tion between  English  II  and  English  I  was  .83,  that  between 
Latin  II  and  Latin  I  was  .63,  that  between  geometry  I  and 
algebra  I  was  .63,  and  that  between  drawing  II  and  draw- 


SUMMARY 


77 


ing  I  was  .55,  we  have  good  reason  for  considering  coeffi- 
cients of  .3  or  greater  as  having  significance. 

The  next  point  to  consider  is  the  probable  cause  of  this 
correlation,  as  shown  in  the  school  records.  This  may  be 
due  either  to  "  spread  of  ability,"  as  claimed  by  the  advo- 
cates of  the  doctrine  of  formal  discipline,  or  to  the  similarity 
among  subjects.  The  latter  does  not  necessarily  imply  re- 
semblance of  content,  but  it  may  be  based  upon  the  fact 
that  the  school  procedure  is  very  much  the  same  in  most 
subjects,  and  that  success  in  most  subjects  in  school  is 
based  upon  doing  almost  the  same  sort  of  thing  in  each 
subject.  That  the  correlation,  which  we  have  found  to 
exist,  probably  does  not  depend  upon  the  "spread  of 
ability"  but  upon  similarity  among  subjects,  is  shown  by 
the  very  small  amount  of  correlation  between  drawing  and 
other  subjects.  An  examination  of  the  last  table  will  show 
that  out  of  28  coefficients  for  the  subject  of  drawing,  only 
four  are  equal  to  .5  or  more,  and  only  nine  are  equal  to  or 
greater  than  .3.  Here  we  have  a  subject,  considerably 
different  from  the  so-called  "academic"  subjects,  and  it 
shows  this  difference  by  a  strikingly  low  amount  of  cor- 
relation with  the  other  subjects.  It  may  be  claimed  that 
typewriting,  being  considerably  different  from  the  "aca- 
demic" subjects,  should  show  little  correlation  with  them. 
In  the  school  records  which  have  been  used,  the  records  in 
the  subjects  of  stenography  and  typewriting  have  been  com- 
bined, and  any  difference  in  correlation  due  to  typewriting 
may  be  covered  up  by  the  opposite  effect  due  to  stenography. 

Since  there  is  considerable  correlation  among  the  sub- 
jects, the  practical  question  arises,  Can  we  not  estimate 
the  general  standard  of  a  pupil  in  school  by  the  grade  which 
he  has  attained  in  some  one  subject?  In  most  schools  in 
which  the  elective  system  is  in  force,  promotion  is  made 
upon  a  subject  basis.  In  other  cases,  it  may  be  desirable 
to  know  what  subject  will  best  indicate  the  progress  of  a 
pupil.  The  last  table  shows  that  60  per  cent  of  all  the 
coefficients  for  science,  52  per  cent  of  those  for  history,  50 


78  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

per  cent  of  those  for  English,  and  50  per  cent  of  those  for 
commercial  subjects,  are  equal  to  or  greater  than  .5.  The 
other  subjects  rank  lower.  If  we  should  use  the  record 
of  a  pupil  in  a  single  department  to  form  the  basis  for  our 
estimate,  it  should  be  one  of  these  four  departments.  In 
the  case  of  science,  there  are  several  branches  included 
(physics,  chemistry,  zoology,  astronomy,  physical  geog- 
raphy, and  botany),  and  there  is  much  variation  among 
these.  Moreover,  the  number  of  pupils  involved  in  the 
calculation  of  some  of  these  coefficients  is  small.  If  we 
consider  history,  we  find  some  of  the  high  coefficients  occur 
for  history  II,  in  which  subject  there  were  few  pupils.  In 
addition,  as  the  number  of  pupils  taking  history  in  any  year 
is  smaller  than  the  number  taking  English,  it  is  only  natural 
to  assume  that  the  coefficients  based  upon  the  larger  number 
of  individuals  are  more  worthy  of  consideration.  The  com- 
mercial department  includes  various  subjects,  and  the  num- 
ber of  pupils  is,  again,  smaller  than  the  number  studying 
English.  Since  English  has  the  largest  number  of  pupils, 
and,  moreover,  since  its  coefficients  rank  so  high  (50  per 
cent  of  them  are  equal  to  or  greater  than  .5),  it  seems  to  be 
the  subject  best  fitted  to  form  the  basis  of  judgment  of  a 
pupil's  school  progress.  In  this  connection,  we  should  bear 
in  mind,  also,  that  a  coefficient  of  .72  was  found  between 
the  general  average  in  the  first  year  and  the  subject  of 
English  I. 


PART    II 

Further  study  of  the  subject  of  correlation  of  pupils' 
abilities  was  undertaken  in  the  following  manner.  Two 
groups  of  pupils  in  the  first  year  class  were  chosen.  These 
were  pupils  who  had  entered  the  school  in  September,  191 5. 
One  group  was  composed  of  pupils  taking  an  academic 
course,  the  other  included  those  who  had  chosen  a  com- 
mercial course.  The  pupils  were  not  selected  upon  the  basis 
of  ability,  but  were  taken  in  alphabetical  order  from  the 
total  number  studying  the  same  combination  of  subjects. 
There  were  30  pupils  in  the  academic  group,  and  29  in  the 
commercial.  These  pupils  were  given  three  different  tests, 
which  have  been  used  elsewhere  in  investigations  of  the 
abilities  of  individuals.  The  results  of  these  tests  have 
been  correlated  with  the  semester  marks  of  the  several  sub- 
jects studied  by  the  pupils.  The  purpose  of  this  part  of 
the  investigation  is  to  ascertain  the  amount  of  correlation 
existing  between  ability  as  measured  in  terms  of  these  tests 
and  ability  as  shown  by  school  grades. 

The  first  test  given  was  the  Trabue  completion  test  (see 
Trabue,  "Completion  Test  Language  Scales,"  1916).  Two 
language  scales  were  used,  L  and  M. 

Test  L  consists  of  eight  incomplete  sentences  to  be  filled 
out  by  the  pupil.     The  sentences  are  the  following : 

TRABUE   LANGUAGE    SCALE   L 

60.     Children are  rude not  easily  win  friends. 

66.     Plenty exercise  and air healthy 

and  girls. 

70.  In to  maintain health,  one  should  have  nour- 
ishing   

65 happiness  can  not  be with  money. 

32.     One's do always  express  his  thoughts. 

79 


80  ABILITIES   OF   HIGH   SCHOOL   PUPILS 

92.    To to  wait,  after  having to  go , 

very  annoying. 

78.    It  is  sometimes  to  between  two  

of  action. 
97.     One  can do  his  at  one  while 

of  another. 

Test  M  consists  of  eight  sentences  similar  in  nature  to 
those  of  test  L.     These  sentences  are : 


TRABUE   LANGUAGE    SCALE    M 

67.    One  can  not  foretell will  happen  in  the 

59.    The  dog a  useful because his 

intelligence  and  faithfulness. 
95.    Many  people their  health  because do  not 

the of  hygiene. 

79.    Nothing  can  one's  happiness effectively  than 

a  guildty 

45.    To many  things ever  finishing  any  of  them 

a habit 

91.    The seems and  dreary a 

discouraged 

55 that  are to  one  by  an friend  should 

be  pardoned readily  than  injuries  done  by  one 

is  not  angry. 
88.    It  is that  a  full-grown  man  should a  ghost 

he  is 

The  time  allowed  for  each  test  was  five  minutes.  Each 
sentence  was  marked  2,  1,  or  o,  in  accordance  with  the 
manner  in  which  the  blank  spaces  had  been  filled. 

The  second  test  was  what  is  known  as  the  word-opposite 
test.  Forty  words  were  given  to  the  pupils,  and  they  were 
required  to  state,  as  far  as  possible,  the  exact  opposite  of 
each  one.  The  words  used  are  those  given  in  lists  A  and  C 
in  Whipple,  Manual  of  Mental  and  Physical  Tests. 

The  lists  are  as  follows: 


PART    II 

List  A 

List  C 

bad 

stupid 

inside 

hard-working 

slow 

strong 

short 

sane 

little 

obnoxious 

soft 

foolish 

black 

handsome 

dark 

adroit 

sad 

superior 

true 

loquacious 

dislike 

rapid 

poor 

generous 

well 

straight 

sorry 

separate 

thick 

up 

full 

always 

peace 

joy 

few 

high 

below 

obscure 

enemy 

proud 

81 


The  time  allowed  was  just  about  enough  for  the  quickest 
to  finish.     The  answers  were  marked  i,  Yz,  or  o. 

The  third  test  was  in  the  cancellation  of  a  single  letter,  a, 
(see  Test  26,  Whipple,  Manual  of  Mental  and  Physical 
Tests).  Each  pupil  was  given  paper  upon  which  were 
printed  100  of  each  of  the  26  letters  of  the  alphabet, 
arranged  in  chance  order. 


hplgvjembsfgtcdbvmzkhfpoiabgjflurcqihdjoabkvt 

ndefxkjcdtmwfzeojqlfhycijwpzhkeqfvyzlsxfpvrjy 

mxniufktvxpyralkjowqfvpystexralpbiqcrdjfuqzihg 

pskdcmosgfyqwepkasditogmqkftshbdrpzvxqufsid 

tohxwaklbvxzfoearlsjvqfuoltdapqevkmtpuodszejwg 

xfvozpkqrbeftkxrvjybuacdswbumehrcdxygjwhblft 

yekdwzvxbpokwizyedgowacpkmjrhltoivdaxkhmwz 


82  ABILITIES   OF    HIGH    SCHOOL    PUPILS 

ytejscqioxhtfayubltrezpwmslbjgevxniwoybhazfkm 

tndrbuclmteazyjgivptwohswfzyqrhlnajyozptqkba 

msofcvukbijpcyfaoujzmclkrvxptcndsoaljyrbcvzsgu 

yknbfcgzjprinqkdfgawulcrkgdfuiqkaczymdlxfqokz 

n  wu  j  gredlzupn  j  xgd  f  zemo  j  ndxciuz  wb  j  qdghvusiqod 

zbuecgtpqkuwljorbkspwujtoebnmwadfsvnknbroljw 

icuofnaedjxcgvznlsfjbhzruxnfmodhycvsqrukfgdaie 

xmphfdoqcretbmivlcdnfhqkgpxoasvyntxwbqpfhvn 

ekdzjrylqamsptkgzonieusyrpnqzcsvtuiygfkpzsnldt 

vkbpasynjxhobuywqzcljgyrovdwnmuqkfxihyvgaj 

wlusnmxbgtyikpaugxltybingujsxyrpmhgvbzluxce 

wgtjfablhxmqsynaziegmsyqjdnxlebztagmahfioqus 

rtmhlciqagnyrtcljhinrbmqepglcsvmrwxpcqztbaksn 

yvgxzodcabeximnfyutjrxnzhwbdipcolevxintmhwpl 

iymgdwrakivqyselwdfikuhvsgdcimwopvqkinudwr 

htlvxysizcldqwpjuzraehwivsrmyubevpnigoqsmvzer 

uysmxanigzveqxrpwosnltxzujwgakmehlcynbkpwv 

oahyispktgcmnqzsejiucodrhesbgufmxopnqckegmu 

xatko  j  hbea  vupsrmxtq  wkhbcory  uaqhimzk  wbnq  j  ria 

ldevcbtqnwlxdrzfecgrpinajhxtqkyiwmucgolkebam 

qrgnvjswhdexcormuplhqrnzetwblhcgrtjamlfhycxr 

bovzdnyheilavcfonyhxatzwgnhjfmowbpxhtsdfvep 

wimngsaect  j  qwhf  typdos. 

zcyuwtgjikmhzsjnquocvdjlkutwnrsxyeuhntrpxav 

ehtwzcrypxfakvrnuhmgdayxiljegrzsctbpoqmyegn 

dtjicsenhuvfioxaqdemcryaidzqweonvmraughscnip 

wlamkveoixtygnrhlxeyvgqnbmikpawszcvmtijbezs 

cykrwdzqlxkrmhzqbpevlsfzoahrfbymwunegbqvwti 

rymogsewpfcmjsxgiwcktaorhxdgkflnpvtjsgdmnv 

wyp  j  xmhzof  uj  nyakehqlgusxndpzah  j  kvulwy  dnzbx 

lrehgazjsymkxzqwpthsegblnijxrwvlmqiactwpzliem 

oyfduzljncaimwsrndybakxgedmphnujblamptxzsre 

lycaxfgzsmtainyxhjdstwmygvplactwodsneigbjvnf 

wxprseyhcflwtqxzibofswdcijnztxskidoqfugscrmpo 

aglqxepvfntycauqhimnjxkobtahlexqnftvkdaeulbgi 

qfdalgctwvhboimtnwsklovhceuwpyknzojvshtyzwic 


PART    II  83 

rdpljvihoubrptiazwfnpmlsoedkxtlngrbjkpfnqixycw 

vgftvpebxoarihncdoaqiftbhswaupfqniegrpvblinodecq 

rsz  j  f  gauilohvqaf  ceu  j  zgtnldvaos  j  biphtlsbcmuwtpks 

ymdiuhfvsxlrqapibxodsatexqrhbkuivozgbreskuxov 

lqdjhuafcxevwdrqcgnljeomwtxiucyfjzmqblhdnifvct 

axsezryfngovhtzjuasikbztdwlhkjznvyawqlexkjbyr 

oxzmwkqntbcjpoghzdtrqyevjscrfbtxwpgdkecfjwyg 

bzshiuyfrwgpbednzckibhxvgwfmrzuqjpwexmvgup 

fbhnimtldwusxgckyrantsucogrmfdqyuopkzacnvsp 

umdyltksbzuphnfwigbluqhdmjitgoadfrhkjebaiqgz 

mkuwpnqzymjcsulxayokrvuxfmqjohbkzuyqlofrw 

xgeszlbfvhdezropvqadkcxfulybqpzdjstirmhfqvkcgj 

aewmxtckrbqyxjlopncvkdbrpuaozvymnrudjthzpqo 

bykfdavolbysemcpluofgmrbykapomtczqefiwkhlvob 

j  pradhwgkqbrvdyp  f  sgkteuvj  qn  f  tcb  j  wulihmpxdrkq 

ebzyfgjusohqdyfkciumeqjxaokvnsiwjpychfzgleqm 

c  wxipdkotbmj  vgry  dkc  f  oslq 

The  time  allowed  was  just  about  enough  for  the  quickest  to 
finish.  The  single  index  of  net  efficiency,  E,  was  computed 
as  follows : 

E  =  SA,  where  5=  the  speed  index  (ground  covered) 
A  =  the  accuracy  index 

A  = — : — ,  where  o  =  no.   of  letters   erroneously  omitted 
c-\-  0  J 

c  =  no.  of  letters  crossed 
w=no.  of  letters  wrongly  crossed. 
The  results  of  the  several  tests  are  given  in  the  following 
table.     Each  pupil  is  indicated  by  a  Roman  numeral. 


84 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


Academic  Group 


Pupil 


Trabue 

Trabue- 

Opp.— 

Cancel- 

L 

M 

Total 

Easy  Opp. 

Hard  Opp. 

Total 

lation 

3 

9 

12 

20 

13 

33 

1956 

5 

ii 

16 

20 

14 

34 

2020 

7 

8 

15 

I9§ 

12* 

32 

1642 

8 

2 

IO 

19 

Il| 

30! 

2574 

9 

IO 

19 

19 

14 

33 

2072 

3 

2 

5 

19 

34 

22! 

2054 

II 

5 

16 

l8| 

I2| 

3i 

2271 

4 

7 

ii 

19 

7* 

26! 

1700 

5 

9 

14 

19 

12 

3i 

2548 

8 

4 

12 

18 

ill 

29! 

2131 

5 

8 

13 

16 

8| 

24! 

1545 

9 

IO 

19 

20 

5 

25 

1302 

8 

4 

12 

19 

io| 

29! 

2143 

4 

5 

9 

16 

6 

22 

1626 

IO 

8 

18 

20 

n| 

3i! 

1540 

9 

II 

20 

20 

16 

36 

2113 

5 

5 

10 

I9§ 

11 

30! 

2522 

7 

7 

14 

18 

io| 

28! 

2444 

6 

12 

18 

18 

14! 

32! 

I761 

8 

IO 

18 

nh 

12 

29I 

2548 

II 

13 

24 

I8J 

17 

35! 

I64O 

8 

9 

17 

19 

11 

30 

1454 

6 

8 

14 

16 

11 

27 

1778 

12 

9 

21 

19! 

15 

34l 

I340 

7 

5 

12 

19 

13! 

32! 

l6ll 

3 

7 

IO 

19 

ill 

3«! 

II9I 

6 

6 

12 

I8J 

io| 

29 

224O 

9 

12 

21 

20 

14 

34 

I838 

II 

II 

22 

18 

III 

29! 

I47O 

4 

8 

12 

20 

io£ 

30! 

I46O 

I 

II 

Ill 

IV 

V 

VI 

VII 

VIII.... 

IX 

X 

XI 

XII.... 
XIII..  . 
XIV.... 

XV 

XVI.... 
XVII... 
XVIII.. 
XIX.... 

XX 

XXI.... 
XXII... 
XXIII.. 
XXIV.. 
XXV. . . 

XXVI .  . 

XXVII . 
XXVIII 
XXIX.  . 
XXX. . . 


PART   II 


85 


Commercial  Group 


Pupil 


Trabue 

Trabue 

Trabue 

Easy 

Hard 

Opp. 

L 

M 

Total 

Opp. 

Opp. 

Total 

II 

10 

21 

19! 

I6| 

36 

5 

8 

13 

20 

10^ 

305 

6 

10 

16 

20 

14 

34 

12 

6 

18 

20 

II 

3i 

11 

9 

20 

20 

H 

34 

8 

7 

15 

195 

io| 

30 

6 

3 

9 

20 

7 

27 

6 

5 

11 

18 

5 

23 

9 

9 

18 

I9i 

I2| 

32 

10 

9 

19 

20 

15* 

35* 

11 

10 

21 

i6| 

6| 

23 

11 

12 

23 

20 

15 

35 

8 

4 

12 

19 

6| 

25! 

7 

6 

13 

20 

IOj 

302 

9 

8 

17 

20 

3 

23 

11 

10 

21 

19! 

I4l 

34 

2 

5 

7 

17 

7 

24 

9 

12 

21 

20 

14 

34 

5 

6 

11 

i6| 

5* 

22 

11 

6 

17 

20 

9h 

292 

9 

9 

18 

19I 

14 

33* 

10 

12 

22 

18 

11 

29 

9 

12 

21 

18 

12 

30 

7 

11 

18 

19 

14 

33 

11 

7 

18 

20 

14 

34 

10 

7 

17 

18 

11 

29 

10 

7 

17 

19 

14 

33 

12 

12 

24 

19 

13* 

32^ 

8 

7 

15 

18 

13 

31 

Cancel- 
lation 


XXXI... 

XXXII.. 
XXXIII. 

XXXIV.  . 

XXXV .  . 

XXXVI .  . 
XXXVII. 
XXXVIII 
XXXIX . 

XL 

XLI 

XLII... 
XLIII... 
XLIV.... 
XLV .... 
XLVI .  .  . 
XLVII... 
XLVIII.. 
XLIX.  .. 

L 

LI 

LII 

LIII 

LIV 

LV 

LVI 

LVII.... 
LVIII.  .  . 
LIX 


1538 
1987 

1425 
2054 
1808 
1213 
1504 
1573 
1635 
1865 
1890 
1465 
1536 
1384 
1640 
1 165 
1636 
1238 

2147 
1502 

1695 
2279 
1984 
2015 
1300 
2470 
2006 
1958 
1918 


The  school  grades  in  each  subject  are  given  in  the  follow- 
ing tables: 


86 


ABILITIES   OF    HIGH    SCHOOL    PUPILS 


Academic  Group 


Pupil 

I 

II 

Ill 

IV 

V 

VI 

VII 

VIII 

IX 

X 

XI 

XII 

XIII 

XIV 

XV 

XVI 

XVII 

XVIII 

XIX 

XX 

XXI 

XXII 

XXIII.  .  .. 

XXIV 

XXV 

XXVI 

XXVII 
XXVIII... 

XXIX 

XXX 


Eng.  I 

Alg.  1 

Hist.  I 

Latin  I 

79 

78 

73 

73 

80 

87 

58 

82 

74 

95 

70 

88 

75 

98 

81 

94 

77 

83 

65 

57 

65 

57 

58 

57 

75 

77 

62 

69 

65 

95 

80 

92 

64 

86 

69 

86 

67 

74 

45 

64 

72 

57 

55 

52 

78 

78 

64 

94 

69 

97 

63 

75 

70 

67 

64 

65 

77 

92 

83 

81 

87 

94 

78 

85 

68 

62 

63 

83 

70 

61 

77 

74 

72 

60 

64 

66 

75 

64 

61 

55 

72 

95 

7i 

78 

88 

94 

83 

80 

57 

78 

61 

77 

73 

87 

85 

92 

69 

74 

58 

58 

69 

74 

58 

58 

70 

84 

63 

68 

85 

96 

64 

77 

76 

95 

76 

85 

54 

86 

72 

7i 

Draw.  I 


91 
80 
69 

84 
84 

87 
8l 

71 

65 

74 
83 
65 
80 

73 
76 
81 
72 
72 

63 
86 
76 
81 

77 
88 

77 
77 
73 
87 
84 

74 


PART   II 


87 


Commercial  Group 


Pupil 


Eng.  I 


Bkpg.  I 

Arith. 

Sten.  I 

Typ.  I 

88 

90 

86 

99 

60 

64 

70 

91 

84 

85 

77 

76 

65 

83 

61 

78 

75 

58 

68 

48 

83 

78 

73 

9i 

64 

68 

70 

57 

78 

85 

83 

90 

69 

90 

74 

93 

87 

98 

85 

93 

79 

70 

75 

63 

81 

99 

95 

96 

66 

75 

72 

66 

75 

86 

73 

97 

66 

60 

79 

35 

83 

99 

82 

60 

7i 

78 

59 

41 

77 

62 

7i 

90 

47 

45 

82 

34 

82 

66 

81 

88 

87 

82 

77 

72 

75 

72 

56 

34 

65 

65 

56 

30 

88 

84 

86 

66 

65 

90 

67 

55 

80 

88 

82 

50 

86 

98 

85 

97 

93 

94 

96 

93 

82 

85 

62 

60 

Draw.  I 


XXXI 

XXXII.  .  . 

XXXIII.  . 
XXXIV. . . 
XXXV. . .  . 
XXXVI... 
XXXVII.. 
XXXVIII 
XXXIX .  . 

XL 

XLI 

XLII 

XLIII 

XLIV 

XLV 

XLVI 

XLVII... 
XLVIII.. 
XLIX.  .  .  . 

L 

LI 

LII 

LIII 

LIV 

LV 

LVI 

LVII 

LVIIL... 
LIX 


65 
65 
83 
62 

67 
61 

52 
59 
77 
80 

74 
80 

63 
63 
57 
75 
57 
74 
5i 
75 
72 

67 
58 
80 
63 
73 
82 
80 
64 


78 
80 
73 
85 
88 
90 
80 
88 
80 
90 
88 
85 
85 
90 

89 
88 

83 
65 
63 
80 

85 
75 
75 
88 
78 
75 
93 
90 


88 


ABILITIES   OF   HIGH    SCHOOL   PUPILS 


The  medians  and  standard  deviations  are  indicated  in  the 
following  tables: 

Academic  Group 


Trabue 
Test 

Opp. 
Test 

Cancel  1.    _ 
Test        E°g-  I 

Alg.  I 

Hist.  I 

Lat.  I 

Draw.  I 

Maximum.  . . . 

Median 

St.  dev 

32 
14 

4-5 

40 
30.5 
3-5 

2600 
1808 
408.4 

IOO 

72 

7-5 

100 

84 
13-5 

IOO 
64 
10. 1 

IOO 
76 
12.4 

IOO 

77 
7-1 

Commercial  Group 


Trabue 
Test 

Opp. 
Test 

Cancell. 
Test 

Eng. 
I 

Bkpg. 
I 

Com. 
Arith. 

Sten. 
I 

Typ. 

Draw. 
I 

Maximum.  .  .  . 

Median 

St.  dev 

32 
18 

4-3 

40 

31 
4.2 

2600 
164O 

334-9 

IOO 
67 

9-1 

IOO 

78 
10.5 

IOO 

83 

14-3 

IOO 

75 
10.3 

IOO 
72 
22.4 

IOO 

85 

7.8 

The  coefficients  of  correlation  found  are  as  follows 


Academic  Group 


Trabue  Test                Opposite  Test 

1 

Cancellation  Test. 

English  I 

•52 
•35 
•37 
.28 
.11 

.40 

•49 
•23 
.25 
.16 

—  .02 

Algebra  I 

History  I 

Latin  I 

—  .20 
-.06 
-.06 

Drawing  I 

•03 

Commercial  Group 


Trabue  Test 

Opposite  Test 

Cancellation  Test 

•56 
•50 
.32 
.25 
.16 
.11 

•59 
•55 
•56 
.20 

•55 
.12 

.05 

Bookkeeping  I 

-.16 
—  .20 

Stenog.  I 

-.08 

Typewriting  I 

Drawing  I 

-•37 
-.16 

Academic  Group 


English  I 

Algebra  I 

History  I 

Latin  I 

Drawing  1 

.22 
.20 
•19 

•37 

.22 

.42 

•65 

.09 

.20 
.42 

•57 
•13 

•19 
.65 

•57 
—  .22 

•37 
.09 

•13 
—  .22 

Drawing  I 

PART    II 

Commercial  Group 


89 


English  I 

Bookkeeping  I 
Com.  Arith..  .  . 

Stenog.  I 

Typewriting  I. 
Drawing  I  .  .  .  . 


Eng.  I 

Bkpg.  I 

Com. 
Arith. 

Stenog. 

Typ. 

— 

.69 

•52 

•54 

•50 

.69 

— 

.66 

.48 

•50 

•52 

.66 

— 

•38 

•52 

•54 

.48 

•38 

— 

•51 

•50 

•50 

•52 

•5i 

— 

•15 

.50 

•53 

.21 

•31 

Draw.  I 

•15 
•50 

•53 
.21 

•3i 


If  we  consider  the  coefficients  of  correlation  between  the 
results  of  the  completion  test  and  the  school  grades,  we  find 
in  the  academic  group  a  fair  amount  of  correlation,  with  the 
exception  of  the  coefficients  obtained  for  drawing.  These 
results,  in  general,  confirm  those  found  in  Part  I  of  this 
study.  It  is  not  surprising  that  the  results  of  a  language- 
scale  test  should  correlate  more  closely  with  English  than 
with  the  other  subjects.  The  coefficients  found  for  the 
completion  test  with  the  school  marks  of  the  commercial 
group  show,  again,  that  English  has  the  highest  coefficient 
and  drawing  the  lowest.  Typewriting,  which  offers  many 
points  of  dissimilarity  with  the  other  subjects,  gives  a  low 
coefficient  also. 

Proceeding  to  the  results  obtained  in  correlating  the  marks 
made  in  the  opposite  test  with  the  school  grades,  we  find 
for  the  academic  group  that  drawing  gives  the  lowest  figure, 
and  English  next  to  the  highest.  For  the  commercial  group, 
drawing  again  ranks  lowest,  and  English  highest.  Type- 
writing, however,  ranks  high,  and  does  not  agree  with  the 
result  found  for  the  completion  test. 

The  results  of  the  cancellation  test,  when  correlated  with 
the  school  grades,  show  great  irregularities  when  compared 
with  the  figures  for  the  other  tests.  The  cancellation  test, 
itself,  has  for  some  time  been  regarded  not  as  highly  as  the 
other  types,  and  accordingly  the  coefficients  obtained  for  it 
can  not  be  looked  upon  as  possessing  great  importance. 

An  inspection  of  the  correlation  coefficients  for  the  school 
grades  among  themselves,  shows  that  drawing  ranks  lowest 
for  both  groups  of  pupils,  a  fact  which  confirms  the  results 


90 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


of  Part  I  of  this  study.  The  figures  for  English  rank 
high  for  the  commercial  group,  but  not  for  the  academic.  It 
should  be  remembered  that  these  coefficients  are  based  upon 
the  marks  of  the  first  semester,  and  can  not  be  considered 
as  important  as  those  in  Part  I,  which  are  calculated  from 
the  records  of  a  full  year,  and  for  each  year  of  the  course. 

Summary  of  Conclusions 

i.  This  study  of  the  coefficients  of  correlation  among 
school  grades  shows  a  considerable  amount  of  correlation, 
71  per  cent  of  all  the  coefficients  being  equal  to  or  greater 
than  .3,  and  41  per  cent  being  equal  to  or  greater  than  .5. 

2.  Drawing  ranks  lowest  among  all  the  subjects,  the  size 
of  the  coefficients  being  taken  as  a  basis. 

3.  The  correlation,  as  found,  may  be  due  either  to  a 
"  spread  of  ability  "  or  to  resemblance  of  elements  among  the 
several  school  subjects.  Since  drawing,  a  subject  very 
unlike  the  other  ones,  shows  low  coefficients,  the  correlation 
is  probably  due  to  resemblance  of  elements  among  the  sub- 
jects, or  at  least  of  those  things  counting  for  success  in 
school. 

4.  If  it  is  desired  to  use  a  single  subject  as  the  basis  of 
judgment  of  school  progress,  English  is  probably  the  best 
one  to  select  for  this  purpose. 


PART    II  91 


Bibliography 


Brinckerhoff,  E.  C,  Morris,  G.,  and  Thorndike,  E.  L.  The  rela- 
tionships between  the  abilities  involved  in  secondary  school  sub- 
jects. Columbia  University  Contributions  to  Philosophy,  Psy- 
chology and  Education,  Vol.  11,  No.  2,  1903. 

Brown,  W.  Some  experimental  results  in  the  correlation  of  mental 
abilities.     British  Journal  of  Psychology,  Vol.  3,  1910. 

Burris,  W.  P.  The  correlations  of  the  abilities  involved  in  sec- 
ondary school  work.  Columbia  University  Contributions  to  Phi- 
losophy, Psychology  and  Education,  Vol.  11,  No.  2,  1903. 

Burt,  C.  Experimental  tests  of  general  intelligence.  British  Jour- 
nal of  Psychology,  Vol.  3,  1909. 

Frailey,  L.  E.,  and  Crain,  C.  M.  Correlation  of  excellence  in  dif- 
ferent school  subjects  based  on  a  study  of  school  grades.  Jour- 
nal of  Educational  Psychology,  Vol.  5,  1914. 

Moore,  C.  N.  On  correlation  and  disciplinary  values.  School  and 
Society,  Vol.  2,  1915. 

Smith,  A.  G.  The  relationships  between  the  abilities  involved  in 
the  study  of  grammar  school  subjects.  Columbia  University 
Contributions  to  Philosophy,  Psychology  and  Education,  Vol. 
11,  No.  2,  1903. 

Spearman,  C.  General  intelligence,  objectively  determined  and  meas- 
ured.    American  Journal  of  Psychology,  Vol.  15,  1904. 

Spearman,  C.  The  proof  and  measurement  of  association  between 
two  things.     American  Journal  of  Psychology,  Vol.  15,  1904. 

Strayer,  G.  D.,  and  Thorndike,  E.  L.     Educational  Administration. 

Thorndike,  E.  L.    Educational  Psychology. 

Thorndike,  E.  L.  An  introduction  to  the  theory  of  mental  and  so- 
cial measurements. 

Trabue,  M.  R.     Completion-test  language  scales. 

Whipple,  G.  M.     Manual  of  mental  and  physical  tests. 

Winch,  W.  H.  The  faculty  doctrine,  correlation  and  educational 
theory.  Journal  of  Philosophy,  Psychology,  and  Scientific 
Methods,  Vol.  8,  1911. 

Wissler,  C.  The  correlation  of  mental  and  physical  tests.  Psycho- 
logical Review,  Monograph  Supplements,  Vol.  Ill,  No.  6,  1901. 

Woolley,  H.  T.,  and  Fischer,  C.  R.  Mental  and  physical  measure- 
ments of  working  children.  Psychological  Review,  Monographs, 
Vol.  18,  No.  1. 


APPENDIX 

Tables  Showing  the  Correlation  Existing  Between 

Records  Made  in  the  Subjects  of  the  First 

Year  Course 

Table  Showing  Correlation  of  Records  in  English  I  and  Algebra 
I  for  121  Graduates 

English  I 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

55-59 

1 

1 

1 

1 

60-64 

1 

2 

3 

65-69 

1 

3 

1 

3 

2 

70-74 

1 

3 

5 

3 

1 

75-79 

1 

8 

4 

7 

3 

80-84 

1 

3 

7 

7 

4 

2 

85-89 

1 

I 

4 

1 

10 

1 

90-94 

1 

2 

5 

5 

5 

95-99 

2 

1 

2 

English  I  and  Latin  I   (87  Graduates) 
Latin  I 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

60-64 

1 

1 

_, 

65-69 

1 

3 

4 

3 

2 

2 

70-74 

1 

2 

3 

2 

3 

3 

1 

1 

w 

75-79 

1 

1 

4 

6 

2 

6 

4 

1 

80-84 

1 

1 

3 

10 

1 

3 

3 

85-89 

1 

5 

I 

92 


APPENDIX TABLES 

Latin  I  and  Algebra  I  (87  Graduates) 

Latin  I 


93 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 
60-64 

1 

1 

1 

1 

1 

2 

65-69 

1 

2 

1 

1 

u 

70-74 

2 

2 

2 

1 

01 
M 

< 

75-79 

1 

2 

1 

4 

5 

2 

2 

1 

80-84 

1 

1 

3 

3 

1 

4 

1 

2 

1 

85-89 

1 

3 

4 

2 

2 

90-94 
95-99 

I 

2 

4 

2 

6 

2 

1 

1 

2 

History  I  and  English  I  (92  Graduates) 
History  I 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

60-64 

1 

1 

65-69 

1 

2 

2 

7 

1 

2 

1 

70-74 

1 

1 

5 

6 

6 

1 

75-79 

1 

2 

2 

4 

5 

4 

5 

80-84 

1 

6 

7 

4 

2 

85-89 

2 

4 

2 

90-94 

1 

1 

94 


ABILITIES   OF    HIGH    SCHOOL    PUPILS 

Science  I  and  English  I  (61  Graduates) 
Science  I 


50-54 

55-59 

60-64 

65-69 

70-74 

75-79,80-84 

85-89 

90-94 

95-99 

55-59 

1 

60-64 

1 

1 

2 

H-C 

65-69 

2 

4 

2 

1 

00 

70-74 

2 

4 

3 

3 

3 

W 

75-79 

1 

3 

3 

2 

2 

80-84 

2 

3 

4 

3 

2 

85-89 

1 

1 

2 

1 

90-94 

1 

1 

Science  I  and  Algebra  I  (61  Graduates) 
Science  I 


50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

2 

60-64 

1 

65-69 

1 

2 

2 

2 

1 

70-74 

1 

1 

4 

5 

75-79 

3 

2 

3 

2 

80-84 

1 

1 

2 

1 

3 

1 

85-89 

1 

I 

I 

2 

6 

1 

90-94 

1 

1 

1 

1 

1 

95-99 

I 

1 

APPENDIX — TABLES 


95 


Science  I  and  Drawing  I  (61  Graduates) 
Science  I 


50-54 

55-59 

60-6465-69 

70-74 

75-7980-84 

85-89 

90-94 

95-99 

65-69 

1 

2 

70-74 

1 

1 

2 

3 

a 
1 

75-79 

1 

1 

3 

6 

2 

2 

0 

80-84 

1 

4 

4 

3 

3 

3 

85-89 

1 

4 

5 

3 

2 

1 

90-94 

2 

English  I  and  Drawing  I  (121  Graduates) 

English  I 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

55-59 

1 

60-64 

1—1 
M 

65-69 

1 

2 

3 

70-74 

1 

2 

4 

6 

3 

1 

Q 

75-79 

6 

11 

6 

6 

2 

80-84 

3 

7 

4 

11 

11 

3 

1 

85-89 

3 

2 

6 

7 

4 

1 

90-94 

I 

1 

1 

96  ABILITIES    OF    HIGH    SCHOOL    PUPILS 

Algebra  I  and  Drawing  I  (121  Graduates) 
Algebra  I 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

60-64 

M 

65-69 

1 

I 

2 

2 

> 

70-74 

1 

2 

1 

3 

5 

1 

2 

2 

a 

75-79 

1 

2 

2 

8 

10 

4 

3 

1 

80-84 

1 

3 

3 

4 

7 

8 

4 

7 

3 

85-89 

1 

3 

2 

2 

4 

5 

5 

1 

90-94 

1 

1 

1 

History  I  and  Algebra  I  (93  Graduates) 
History  I 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

1 

1 

60-64 

1 

2 

1 

2 

65-69 

2 

1 

I 

2 

2 

70-74 
75-79 

3 

1 

I 

1 

2 

1 

1 

3 

2 

5 

1 

1 

80-84 

1 

1 

2 

4 

2 

4 

6 

2 

85-89 

1 

1 

5 

3 

3 

1 

90-94 

1 

2 

2 

2 

5 

2 

95-99 

1 

1 

1 

I 

APPENDIX — TABLES 

History  I  and  Drawing  I  (93  Graduates) 
History  I 


97 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94  95-99 

55-59 

1 

60-64 

65-69 
70-74 

75-79 
80-84 

2 

1 

1 

1 

1 

2 

2 

1 

2 

2 

3 

1 

2 

9 

3 

3 

4 

I 

1 

2 

2 

5 

9 

7 

4 

3 

85-89 
90-94 

i 

1 

2 

2 

3 

7 

2 

Latin  I  and  History  I  (60  Graduates) 
Latin  I 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

1 

85-89 

90-94 

95-99 

Below 
50 

1 

50-54 

55-59 

I 

60-64 

1 

1 

1 

65-69 

1 

1 

1 

70-74 

2 

1 

4 

2 

75-79 

3 

4 

80-84 

2 

2 

2 

6 

I 

I 

85-89 

2 

I 

2 

4 

2 

90-94 

I 

1 

I 

5 

1 

95-99 

1 

1 

98 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 

Latin  I  and  Science  I  (27  Graduates) 
Latin  I 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

60-64 

65-69 

1 

1 

1 

70-74 

1 

1 

2 

2 

75-79 

1 

1 

2 

1 

1 

80-84 

1 

3 

1 

85-89 

1 

1 

1 

2 

90-94 

1 

Latin  I  and  Drawing  I 
Latin  I 


Graduates) 


Below 
50 

50-54 

55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

95-99 

55-59 

1 

60-64 

65-69 

1 

2 

1 

1 

70-74 

2 

1 

1 

2 

2 

3 

1 

1 

75-79 

2 

5 

5 

5 

3 

3 

80-84 

2 

2 

3 

3 

3 

5 

5 

5 

2 

85-89 

1 

2 

3 

2 

2 

4 

90-94 

1 

1 

APPENDIX TABLES 

History  I  and  Science  I  (33  Graduates) 
History  I 


99 


55-59 

60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-9495-99 

50-54 

I 

55-59 

1 

60-64 

1 

_ 

65-69 

1 

2 

1 

0 

a 

70-74 

1 

4 

2 

to 

75-79 

1 

2 

1 

80-84 

1 

1 

2 

85-89 

4 

1 

1 

2 

90-94 

1 

1 

95-99 

1 

General  Average  and  English  I  (121  Graduates) 
General  Average 


60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

55-59 

1 

60-64 

2 

1 

1 

65-69 

1 

5 

10 

4 

70-74 

2 

4 

10 

6 

4 

75-79 

1 

1 

5 

9 

7 

6 

1 

80-84 

2 

5 

11 

8 

2 

85-89 

2 

3 

5 

90-94 

2 

100 


ABILITIES    OF    HIGH    SCHOOL    PUPILS 


General  Average  and  Algebra  I  (121  Graduates) 
General  Average 


60-64 

65-69 

70-74 

75-79 

80-84 

85-89 

90-94 

55-59 

1 

3 

60-64 

1 

2 

3 

65-69 

3 

2 

2 

3 

Q 

70-74 

3 

7 

2 

1 

4) 

< 

75-79 

1 

3 

7 

7 

3 

2 

80-S4 

1 

1 

5 

7 

7 

3 

85-89 

1 

1 

5 

7 

4 

90-94 

2 

5 

5 

6 

95-99 

1 

2 

2 

Date  Due 


II  III  II  Mi  M  Ml M 

AA    001  144  491    6 


UNIVERSITY  OF  CA  RIVERSIDE,  LIBRARY 


